# Dated accepted proposal · provenance only

This whole proposal was accepted for construction by Root12October2026 after different whole critique and three exact wording repairs. Its draft/future wording describes that earlier stage. [Current resource](../README.md) implements the Bench; this dated text does not deny it.

# Would you believe this? Make a claim-check card

Year4 English · Resource Weeks09–10 · ten flexible sessions41–50, not a state-mandated timetable.

“That sounds impressive. What does the source actually tell us? Make a tiny card that helps the next reader decide.”

A ridiculous pretend promise can become a genuinely useful reader card. Choose a game label, mini-review, picture caption, two-source panel or short reader guide. Keep the first own thought before a model; make one useful revision or justified keep. The product is yours. Ordinary complete sources and staff worked reasoning are in the example module; held assessment sources remain separate. A faithful reader/scribe and paper/usual communication make the whole sequence available without a device.

## Start in two minutes
Read the selected complete ordinary source. Choose an attainable reader job. Say the child invitation once; offer one route without diagnosing the learner. Keep actual own words/help, then teach the specific missing relationship. A short task, break, private imagined reader, no-object direction or later return can fit. Session times are flexible and are not a test time limit.

## Why the product is useful
A source-bound guide helps someone distinguish a supplied fact, preference, inference and unanswered question; a good caption cannot count objects outside its frame; a report keeps its speaker’s meaning. The child can leave with an accurate tiny card, a fair mini-review or a clear pair of paragraphs, rather than just completing a worksheet.

# Ten complete editorial teaching starts

Draft for independent proposal development: Days41–50, Resource Weeks09–10. All ordinary model events below are original fiction. One route may be enough; examples are complete teaching texts, not observation of a pupil. No actual new source/interface/media has been generated. Flexible30minutes may be shortened or spread; retain the learning question.

## Day 41 · The tiny clue and the huge claim

**Useful end:** A small game-box claim card naming what one source can tell us.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “The tiny clue and the huge claim. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: A pretend game log says: Three players found the start card after a demonstration. The poster says: Everyone can play instantly.

   Worked reasoning: My starter sentence is: In this model, three players found the card after a demonstration. The poster goes further than the log. I would want a different check before saying that everyone can play.
3. **A different guided try ·5minutes.** A different model log says one puppet found a marked drawer once; a sign says no puppet will ever lose a thing. Circle one source-supported detail, then rewrite only the promise.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct the log and poster into source and claim spaces, then explain one supported sentence.
   - Route2: Make a folded-free game-box card with an own precise caption and room for an open question.
   - Route3: Speak/sign/AAC a two-sentence repair to a faithful scribe, keeping the exact original and own repair.
5. **Look closely ·5minutes.** Look for a detail-to-claim connection; finding a trigger word alone is not enough. If the learner rejects every sentence as opinion, contrast the stated count/event with the universal promise.
6. **Keep a next move ·2minutes.** Keep the first own repair; next teach which people, event and help the source actually names.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 42 · Opinions can have useful reasons

**Useful end:** A mini review that owns a preference and keeps a report separate.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Opinions can have useful reasons. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: In original fiction, Lio says: I prefer the wide card because my picture has more room. The source also says the card has a wide front face. It gives no result for every person.

   Worked reasoning: Lio prefers the wide face for picture space is an attributed preference. “The source says the card has a wide front” is a description. A reason makes the preference useful; it does not turn it into everyone's preference.
3. **A different guided try ·5minutes.** A different plush character prefers a flat story card because it fits a pretend shelf. Keep the I prefer reason; do not declare all flat cards best.
4. **Choose one useful route ·10minutes.**
   - Route1: Sort two whole sentences by their role and point to the part that supports your choice.
   - Route2: Make a tiny own review with a report line and a clearly owned preference/reason line.
   - Route3: Discuss with a willing listener who may disagree, or direct two fictional voices privately.
5. **Look closely ·5minutes.** Accept a clearly owned preference without demanding a test. If the learner treats every adjective as opinion, compare source-described wide with a character's favourite.
6. **Keep a next move ·2minutes.** Teach attribution or precision for one actual gap; retain disagreement as a possible useful response.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 43 · Let the source keep its own voice

**Useful end:** A direct/reported-speech card that keeps speaker, meaning and punctuation honest.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Let the source keep its own voice. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: Original fictional speaker Nia says: I found the guide card. Nia does not say the whole game worked.

   Worked reasoning: Direct: Nia said, “I found the guide card.” Reported: Nia said that she had found the guide card. Both keep the finding claim. Nia said that the whole game worked changes the claim and is not supported.
3. **A different guided try ·5minutes.** A different fictional speaker says: I want the picture near the title. Transform that into a reported wish, keeping it a wish. Use the chosen speaker's name instead of an unclear she if needed.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct speaker, quotation and reporting words, choosing which version preserves the exact claim.
   - Route2: Write or label a two-panel direct/reported card, checking quote punctuation when writing is the selected target.
   - Route3: Read/tell/sign/AAC the exact source to a faithful helper, then choose an accurately attributed report.
5. **Look closely ·5minutes.** Do not require tense shift as an absolute rule; choose an appropriate reported form for context. Check that want/found are not silently expanded to approval or success.
6. **Keep a next move ·2minutes.** If meaning shifts, practise one unrelated wish/report distinction before a fresh component.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 44 · A picture can shout louder than its caption

**Useful end:** An own truthful caption or framing choice for an original invented picture.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “A picture can shout louder than its caption. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: An original drawn garden picture is cropped so one large flower fills the frame. The source gives no information about flowers outside that frame.

   Worked reasoning: The picture shows one flower in this close-up is supported. This garden has only one flower is not. I can make the flower large and interesting without adding a claim about everything outside the frame.
3. **A different guided try ·5minutes.** Use an unrelated drawing of a toy shelf with one large title card in close-up. Compare an accurate caption with a caption claiming every shelf is identical.
4. **Choose one useful route ·10minutes.**
   - Route1: Use large paper view windows over an original drawing or direct a helper's framing choice; explain what is excluded.
   - Route2: Make two original still-picture panels with different framing and source-faithful captions.
   - Route3: Describe two imagined frames and direct a faithful scribe to label the intended attention and remaining unknown.
5. **Look closely ·5minutes.** Record a framing/placement/salience effect actually explained; attractive colour alone does not show how meaning changes. No real photograph, provider artwork or camera is needed.
6. **Keep a next move ·2minutes.** Teach the difference between what is shown and what is claimed outside a frame.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 45 · First, keep a small piece of your own thinking

**Useful end:** A first source-based response and one separately recorded next teaching choice.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “First, keep a small piece of your own thinking. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: Use one eligible fresh source family only after its specific purpose/source-role/claim or quote/picture teaching. Ordinary sources and keys stay separate from the chosen held arrangement.

   Worked reasoning: An unrelated practice character reads a model map key using triangles. The character repairs every real park uses triangles to this model map uses triangles. That practice is ordinary teaching; it is not the child's first check source.
3. **A different guided try ·5minutes.** Read a new own component neutrally. Offer one or four empty fields, a faithful scribe or usual communication; retain the original before showing any model answer.
4. **Choose one useful route ·10minutes.**
   - Route1: Point/direct to the relevant source clause and supply an own statement on equivalent blank space.
   - Route2: Write/draw one own source-and-claim relationship or an appropriate caption without copying a staff response.
   - Route3: Speak/sign/AAC a precise source response; record the actual helper words and selected target scope.
5. **Look closely ·5minutes.** Judge only the chosen taught component. Separate comprehension/composition from actual reading, spelling, handwriting or delivery. An empty or declined response stays open.
6. **Keep a next move ·2minutes.** Select one new ordinary activity from the actual gap; later eligibility is not established merely by the next date.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 46 · Two sources, two jobs

**Useful end:** A reader card that explains what each source contributes.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Two sources, two jobs. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: A fictional kit drawing labels a thick pencil. A separate invented practice note says one pencil made a dark line on one paper. No source compares every pencil or drawing.

   Worked reasoning: The drawing helps identify the pencil. The practice note reports one dark line. Neither source tells us every drawing will be better. Together they answer a narrower question, not every question.
3. **A different guided try ·5minutes.** A different paper robot diagram shows planned turns; a written note says no one ran the plan. State what each gives and what the pair leaves open.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct two complete source cards beside one shared question, marking a contribution for each.
   - Route2: Make a two-source guide panel with a source name and a specific useful detail on each side.
   - Route3: Discuss/tell/sign/AAC a two-source explanation to a willing listener or two private fictional readers.
5. **Look closely ·5minutes.** Check for a real cross-source link rather than two disconnected copied sentences. If sources appear to conflict, inspect whether they address the same event/question.
6. **Keep a next move ·2minutes.** Teach one reference word or linking sentence needed to show the two different jobs.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 47 · Pick the paragraph jobs before the decoration

**Useful end:** A short two-paragraph claim-check guide for a chosen reader.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Pick the paragraph jobs before the decoration. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: An original guide first names a pretend station story and its character's hope to arrive early. Its second paragraph says no real timetable or arrival is supplied and suggests checking an actual service page before planning real travel.

   Worked reasoning: Paragraph1: In this invented story, the character hopes to arrive early. It gives a character's wish. Paragraph2: It is not a real timetable or observed arrival. For a real journey, an adult would check the actual service information. Each paragraph has a different useful job.
3. **A different guided try ·5minutes.** Try a fictional drawing-kit guide: identify its one supplied trial, then explain what remains untested. A shorter one-paragraph guide can fit if the purpose is clear.
4. **Choose one useful route ·10minutes.**
   - Route1: Sort/direct whole sentences into source job and limits/next-question groups; explain a plausible alternative.
   - Route2: Write/draw labelled linked guide panels for a chosen private reader, adding a meaningful topic reference.
   - Route3: Compose orally/sign/AAC with a faithful scribe and choose paragraph boundaries by job.
5. **Look closely ·5minutes.** Do not reward decorative paragraph breaks, longer text or an unnecessary edit. Check a link to the source and a reader-use reason.
6. **Keep a next move ·2minutes.** Teach an actual grouping/reference/conditional relationship from the own guide.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 48 · A sentence that says exactly what you mean

**Useful end:** A useful complex sentence and a chosen precise word in an own reader product.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “A sentence that says exactly what you mean. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: An invented practice record says one marked paper face was seen while flat; no later standing result is given.

   Worked reasoning: Although the face was seen while flat, its next standing result is still open links a supplied event and a different unknown. While the face was flat, the observer saw the mark keeps the time relationship. Neither sentence proves that the display will always stand.
3. **A different guided try ·5minutes.** A different original art record says a wide title drew one character's attention; nobody checked whether the small caption was read. Choose although/when/because only for the relationship actually supported.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct independent and dependent clauses, explaining which relationship the link adds.
   - Route2: Write or revise an own reader sentence, choosing an accurate synonym only if its meaning fits the source.
   - Route3: Tell/sign/AAC the two ideas and relationship; a helper can faithfully scribe without supplying the link.
5. **Look closely ·5minutes.** Check clause meaning, source support and whether the independent clause can stand alone in its English sentence. Because must not invent a cause. More complex is not automatically better.
6. **Keep a next move ·2minutes.** Teach one unrelated cause/time/contrast distinction if the link changes the claim.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 49 · Make a card worth keeping

**Useful end:** A finished private reader product with an honest source/claim/picture relationship.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Make a card worth keeping. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: A fictional game-guide writer replaces every player succeeds with this source gives one demonstrated start. The writer keeps the clear title and adds an open next question. There is no real audience result.

   Worked reasoning: The useful change is the narrower claim, not a shiny badge. I kept the title because it names the job. I changed the promise because the source only reports one start. My next question is about a different player without a demonstration.
3. **A different guided try ·5minutes.** Offer a new ordinary picture-catalogue card, library-model guide or story review. Let the child choose a useful product and its source before another model.
4. **Choose one useful route ·10minutes.**
   - Route1: Lay out/direct a paper reader card with an accurate title, source detail, own sentence and question.
   - Route2: Edit a written/multimodal own guide and retain first/revised versions plus a chosen reason.
   - Route3: Rehearse/tell/sign/AAC a short guide to self or a willing listener, with actual listener response recorded only if supplied.
5. **Look closely ·5minutes.** A keep decision can be useful. Inspect the particular reason, not number of edits, decoration or a forced positive reader reaction. Actual rehearsal/delivery is recorded separately.
6. **Keep a next move ·2minutes.** Select the next precise sentence, source, picture or access need shown by the actual owned product.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

## Day 50 · Your work tells us what to try next

**Useful end:** A small folio conference with one next learning offer and an optional eligible later source.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “Your work tells us what to try next. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: Use the child's actual retained pieces when available; otherwise gather a current first sample. An earlier date/title alone does not establish comparable evidence or learning gain.

   Worked reasoning: An unrelated fictional writer has a first promise and a revised source-bound sentence. We can identify the sentence difference. We cannot claim measured progress without the originals, task/source/exposure/help/interval and intervening instruction. A fictional writer is not this child.
3. **A different guided try ·5minutes.** Choose one actual piece. Ask: What were you trying to help a reader do? Which source detail helped? What would you keep or try next? A fresh later component follows targeted teaching and actual matching eligibility, not a completion quota.
4. **Choose one useful route ·10minutes.**
   - Route1: Point/direct to one own retained source-and-sentence relationship and nominate a small next task.
   - Route2: Write/draw a private keep/change note and one next question, preserving exact original versions.
   - Route3: Hold a short willing-listener conference or self-review through speech/sign/AAC with faithful notes.
5. **Look closely ·5minutes.** Do not assign an official band or causal progress from a single component. Reading, writing, speaking/listening and access evidence stay at their actually observed scopes.
6. **Keep a next move ·2minutes.** Name one next teaching activity and an available way to try it; no public showcase or all-test completion is required.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.


## A small explicit word-choice routine
Complete original vocabulary source: One invented sign describes a large circle on a wide panel beside a narrow panel. No reader response or visibility test is supplied. Model large/big as possible synonyms in this circle description and wide/narrow as opposites for the described panel widths. Retain a first own choice; ask for a different accurate word pair and its source-linked meaning. A synonym is useful only where the meaning fits, and opposite widths do not establish which panel is best for readers. Usual communication and faithful scribing are available; word spelling is observed separately.

## Actual assessment and next-teaching path
Only select a first component after its stated teaching opportunities. Keep exact source/prompt/exposure/own words/actual help and mode before models. Choose its complete unrelated next-teaching account for an actual observed gap; no account is an asserted child result. Later sources follow relevant teaching and an actual interval/eligibility decision; a different date or title is not progress. All eight tests are a bank, not a requirement to administer all32 questions. A first own composition, independent reading, written spelling/handwriting and real delivered/listened presentation each need their actual evidence.

Adult use: read the teacher lesson → choose ordinary source → choose one route → collect own first thought → teach → keep useful own product → select a specific next offer. Child use: source → own thought → useful words/picture → keep or change → choose what to try. Parent use: choose one home invitation and stop at a useful small outcome.


# Twenty complete ordinary contexts and home/project offers

All C records below preserve the complete original editorial source, worked meaning and stated limit. Read the whole source and retain an own try before opening the staff worked model. No held-source rehearsal, actual participant or real local result is implied.

## C01
### id
C01
### domain
game-box
### source role
Complete original fiction; no actual learner event
### whole source
Three people in an invented practice game found the start card after one demonstration.
### claim to inspect
Everybody will understand this game instantly.
### worked reader sentence
In this practice, three people found the start card after a demonstration.
### reason and boundary
No first-time independent play or every-player result is supplied.
### different next question or variation
A new no-demonstration check could answer a different question.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C02
### id
C02
### domain
paper-plane
### source role
Complete original fiction; no actual learner event
### whole source
One fictional paper plane crossed a marked short gap once.
### claim to inspect
This is the best plane in the world.
### worked reader sentence
It crossed the marked gap in one fictional try.
### reason and boundary
No comparison, repeatability or real flight result follows.
### different next question or variation
Keep best as a named personal preference or add comparison evidence.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C03
### id
C03
### domain
library-guide
### source role
Complete original fiction; no actual learner event
### whole source
A fictional shelf key labels blue as stories and green as facts in one model collection.
### claim to inspect
Green books are always true.
### worked reader sentence
Green marks the model facts category.
### reason and boundary
A category does not verify every statement in every book.
### different next question or variation
Ask what source supports a particular statement.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C04
### id
C04
### domain
toy-workshop
### source role
Complete original fiction; no actual learner event
### whole source
A pretend sign says: Return wide parts to tray A; small drawn parts to tray B.
### claim to inspect
This room will never be messy again.
### worked reader sentence
The sign gives return places for two model categories.
### reason and boundary
No tidy outcome or all-person use is supplied.
### different next question or variation
Replace the promise with the sign's actual job.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C05
### id
C05
### domain
sports-notice
### source role
Complete original fiction; no actual learner event
### whole source
One invented practice session was moved inside after the organiser checked the plan.
### claim to inspect
Indoor games are always more fun.
### worked reader sentence
The organiser moved that session inside.
### reason and boundary
Fun is a subjective response, not established for everyone.
### different next question or variation
Use I prefer plus a reason for an opinion.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C06
### id
C06
### domain
garden-map
### source role
Complete original fiction; no actual learner event
### whole source
A made-up diagram labels a shade corner and a sunny corner; no plant measurements appear.
### claim to inspect
Everything grows faster in this garden.
### worked reader sentence
The diagram labels two areas.
### reason and boundary
No growth, species, conditions or rate data are given.
### different next question or variation
An actual reviewed plant-source question is a separate task.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C07
### id
C07
### domain
music-card
### source role
Complete original fiction; no actual learner event
### whole source
A fictional cue uses two short beats followed by a pause for its start signal.
### claim to inspect
This signal works for every listener.
### worked reader sentence
The cue shows a two-beat-and-pause signal.
### reason and boundary
No access, listener or response trial is supplied.
### different next question or variation
Offer a visual cue option without claiming universal success.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C08
### id
C08
### domain
pretend-cafe
### source role
Complete original fiction; no actual learner event
### whole source
A made-up menu calls the invented cloud sandwich delicious.
### claim to inspect
It is a scientific fact that cloud sandwiches are delicious.
### worked reader sentence
Delicious expresses a fictional taste opinion here.
### reason and boundary
No real food, taste trial, recipe or nutrition fact exists.
### different next question or variation
Keep the playful opinion label explicit.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C09
### id
C09
### domain
museum-model
### source role
Complete original fiction; no actual learner event
### whole source
A paper exhibition plan puts its title above its picture and its source note below.
### claim to inspect
The museum approved our whole exhibition.
### worked reader sentence
The model plan has three labelled parts.
### reason and boundary
No museum contact, permission or endorsement is supplied.
### different next question or variation
Describe our original model rather than claim approval.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C10
### id
C10
### domain
pet-story
### source role
Complete original fiction; no actual learner event
### whole source
A fictional plush dog narrates: My blanket is the cosiest thing in the universe.
### claim to inspect
Dogs need this blanket.
### worked reader sentence
The plush character expresses a comic preference.
### reason and boundary
It is not a real animal-care instruction or species fact.
### different next question or variation
Retain the humour without presenting care advice.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C11
### id
C11
### domain
package-guide
### source role
Complete original fiction; no actual learner event
### whole source
A pretend parcel card says: This broad box holds the invented paper prop when flat.
### claim to inspect
Any precious object can be posted in this box.
### worked reader sentence
The fictional card names one model prop and flat position.
### reason and boundary
No real packing, delivery, weight or protection test exists.
### different next question or variation
Ask which object and conditions the source actually names.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C12
### id
C12
### domain
costume-studio
### source role
Complete original fiction; no actual learner event
### whole source
A fictional costume sketch has a bright title, two labels and a shaded sleeve drawing.
### claim to inspect
The bright title proves the costume fits.
### worked reader sentence
The title attracts attention in the drawing.
### reason and boundary
Visual salience is not a physical fit result.
### different next question or variation
Choose a truthful caption alongside the attractive title.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C13
### id
C13
### domain
map-legend
### source role
Complete original fiction; no actual learner event
### whole source
An invented path map uses triangles for meeting points.
### claim to inspect
Every real park uses triangles for meeting points.
### worked reader sentence
Triangles mark meeting points on this invented map.
### reason and boundary
No provider standard, real route or park review is supplied.
### different next question or variation
Keep the particular map context in the sentence.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C14
### id
C14
### domain
robot-grid
### source role
Complete original fiction; no actual learner event
### whole source
A paper robot plan lists turn, move two squares, then stop; nobody runs it.
### claim to inspect
This program has been tested and never fails.
### worked reader sentence
The plan gives three proposed instructions.
### reason and boundary
No execution, code or test result is supplied.
### different next question or variation
An actual run would be recorded separately.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C15
### id
C15
### domain
train-board
### source role
Complete original fiction; no actual learner event
### whole source
A pretend station story labels platform one; a character hopes to arrive early.
### claim to inspect
The train will definitely arrive early.
### worked reader sentence
The character hopes to arrive early.
### reason and boundary
Hope is not a real timetable or observed arrival.
### different next question or variation
Attribute the hope and keep the result open.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C16
### id
C16
### domain
drawing-kit
### source role
Complete original fiction; no actual learner event
### whole source
A fictional kit note says that one thick pencil made a dark line in one model try.
### claim to inspect
Thick pencils always make better drawings.
### worked reader sentence
One pencil made a dark line in the supplied try.
### reason and boundary
Better is a preference; other pencils/papers/users are untested.
### different next question or variation
Name what was seen, then add a clearly owned preference.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C17
### id
C17
### domain
reading-corner
### source role
Complete original fiction; no actual learner event
### whole source
An invented character says, I like this seat because I can see my paper.
### claim to inspect
Everyone likes this seat.
### worked reader sentence
That character likes that seat and gives a reason.
### reason and boundary
One preference does not establish every reader's choice.
### different next question or variation
Reported speech retains the named speaker and scope.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C18
### id
C18
### domain
art-frame
### source role
Complete original fiction; no actual learner event
### whole source
An original picture crops a fictional garden so one large flower fills the frame.
### claim to inspect
This garden contains only one flower.
### worked reader sentence
The framed picture shows one flower.
### reason and boundary
The frame does not establish everything outside it.
### different next question or variation
A caption can say close-up of one invented flower.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C19
### id
C19
### domain
recycling-game
### source role
Complete original fiction; no actual learner event
### whole source
A model collection note accepts only clean plain paper in a pretend game.
### claim to inspect
Every display goes in every bin.
### worked reader sentence
That model note gives a conditional paper rule.
### reason and boundary
No actual school/Council rule, disposal or function is supplied.
### different next question or variation
Separate game rule from real advice and recheck locally.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## C20
### id
C20
### domain
class-choice
### source role
Complete original fiction; no actual learner event
### whole source
Two fictional characters choose different book covers for different reasons.
### claim to inspect
One cover is the objectively correct choice.
### worked reader sentence
The characters make different reasoned preferences.
### reason and boundary
A preference task does not require a universal winner.
### different next question or variation
Acknowledge another view and state your own reason.
### own first invitation
Keep your own first idea before this worked sentence. A different source-faithful sentence can fit.
### access
Draw/point/direct/speak/sign/AAC or private blankpaper; writing/reading evidence recorded separately.
### Own practical offer
Choose a private reader card, a source/claim pair or an oral/sign/AAC explanation. Put one supplied detail beside one own reader sentence and an open question. Use this context’s specific source, worked boundary and different-next suggestion above; a helper may faithfully read/scribe but cannot invent a reader response. A justified keep or smaller claim is useful. Record the actual source, own contribution and help; all own spaces begin blank.

## H01 · Tiny promise repair

**Get ready:** Make a pretend label for one drawn thing; write an extravagant promise beside it.

**Complete source:** Pretend source: One made-up sticker labels one drawn cup. Promise: Every cup is easy to find.

**Child invitation:** Repair the promise for a private reader.

**Staff model after own try:** The sticker supplies one label, not a finding result.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Keep one own source-bound sentence and a remaining question. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H02 · Whose opinion?

**Get ready:** Invent two characters who like different pretend book covers.

**Complete source:** Ada prefers the large circle because it is easy for Ada to spot; Ben likes the small square because it fits a fictional shelf. No common trial is supplied.

**Child invitation:** Give both characters a fair one-sentence introduction.

**Staff model after own try:** Different preferences can both have reasons without a universal best.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Own words retain each voice and reason. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H03 · Quotation frame

**Get ready:** Use this supplied pretend line; no real family speech is required.

**Complete source:** Character Pip says, “I want the label beside the picture.” Nothing was moved.

**Child invitation:** Quote Pip, then report the meaning your own way.

**Staff model after own try:** Exact quote keeps want; a report keeps Pip’s wish without inventing a completed move.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Keep exact words separately from reported own wording; actual handwriting/punctuation help recorded. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H04 · What is outside?

**Get ready:** Imagine a still frame or direct a paper rectangle; no camera/photo needed.

**Complete source:** An invented frame shows one large boot drawing; outside the frame is unspecified. Caption: There is only one boot anywhere.

**Child invitation:** Give the pictured boot a useful caption.

**Staff model after own try:** One frame does not establish an off-frame total.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Own caption names the frame without inventing unseen boots. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H05 · Help stays in the report

**Get ready:** Read this full invented note or ask for a faithful reading.

**Complete source:** One character found a paper start sign after a helper read it. No independent attempt is reported.

**Child invitation:** Give a short report and an open independence question.

**Staff model after own try:** The help is part of the supplied event, not something to erase.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Own report retains the read-aloud support. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H06 · Two source jobs

**Get ready:** Put/direct the supplied two sentences beside each other; no trip required.

**Complete source:** A pretend map key names a diamond as the model door. A story says one character identified a diamond after the key was explained. No journey occurred.

**Child invitation:** Make a two-source reader note.

**Staff model after own try:** Meaning and naming event are different jobs.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** An own link uses a relevant detail from each source. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H07 · Paragraph by purpose

**Get ready:** Compose two small guide parts on paper, aloud or in usual communication.

**Complete source:** A story says one character wishes to arrive early. No real timetable is supplied.

**Child invitation:** Help a private reader separate wish and arrival.

**Staff model after own try:** One part can identify the wish; the other keeps actual arrival open.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Own grouping follows different reader jobs, not decoration. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H08 · A useful although

**Get ready:** Keep the complete source in sight or hearing.

**Complete source:** A drawing title was noticed after a pointer; nobody checked its small caption.

**Child invitation:** Make your own time or contrast sentence that keeps the gap.

**Staff model after own try:** Although the title was noticed after a pointer, caption reading stays open links two supported meanings.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** The own linking word does not invent a cause or caption result. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H09 · Keep can be a good choice

**Get ready:** Review an own piece if available, or begin a fresh first sample.

**Complete source:** Model writer keeps a heading because it accurately names the supplied fictional scene; no real reader reaction is given.

**Child invitation:** Choose one keep or change and tell its useful job.

**Staff model after own try:** A justified keep can help a reader; number of edits is not quality.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Retain exact original and actual decision/reason, with no invented audience feedback. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## H10 · A little folio chat

**Get ready:** Use an actual retained source/product if available, or openly collect a current first sample.

**Complete source:** Invented writer has two different versions but no record of help, source exposure or interval.

**Child invitation:** What helped you say what you meant? Choose one small next try.

**Staff model after own try:** Versions alone do not establish learning gain.

**Run it:** Read the complete source neutrally; retain an own first contribution. Show the supplied detail beside the model relationship, then offer a different own wording or representation. Stop at one useful reader product; a break, private reader, usual communication or faithful scribe is available.

**Look for/next:** Record actual own words/help and a next offer; no public share or performance required. If it stays unclear, return to the exact supplied/unknown distinction with a different original source rather than fill the learner’s words. No home event or feedback is assumed.

## X01 · The ridiculous-claim museum

**Complete input:** Create a private two-card display from H01’s complete sticker source and your own exaggerated promise. The named whole input is supplied in this same module; read it before starting.

**Useful product:** An accurate title, one supplied detail, repaired promise and open question.

**Choose a way:** Paper/directed layout, written guide or spoken/sign/AAC private tour.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Do not add an actual cup-finding trial; keep fictional source labelled. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X02 · Fair mini-review corner

**Complete input:** Use H02’s two whole fictional preferences to make a fair review panel. The named whole input is supplied in this same module; read it before starting.

**Useful product:** Two attributed preferences and reasons; an own useful connecting sentence.

**Choose a way:** Two labelled panels, short written review or faithful composed discussion.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Preference is not a measured universal winner. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X03 · Voice-preserving postcard

**Complete input:** Use H03’s full Pip wish; add a different own fictional voice clearly labelled. The named whole input is supplied in this same module; read it before starting.

**Useful product:** Exact quoted Pip plus faithful report; own invented voice stays distinguishable.

**Choose a way:** Quote/report panels, text with punctuation or spoken/AAC composition with a scribe.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Own invented second voice is not a source quotation. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X04 · Close-up catalogue

**Complete input:** Use H04’s whole invented boot frame and draft caption. The named whole input is supplied in this same module; read it before starting.

**Useful product:** A bounded caption and an explanation of the frame’s unknown outside.

**Choose a way:** Direct a paper frame, make labelled drawings or describe an imagined frame.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** No photo, off-frame count or real camera is needed. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X05 · Help-aware reader guide

**Complete input:** Use H05’s complete read-aloud start-sign note. The named whole input is supplied in this same module; read it before starting.

**Useful product:** A short report and a specific open independent-reading question.

**Choose a way:** Paper card, linked paragraph or private oral/sign/AAC guide.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Composition support is not independent reading evidence. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X06 · Source-pair desk

**Complete input:** Use H06’s complete key/story pair. The named whole input is supplied in this same module; read it before starting.

**Useful product:** Source identities, relevant details from both and one meaningful link.

**Choose a way:** Place/direct two cards, write a joined guide or compose a discussion.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Model symbols do not authorise a real route. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X07 · Two jobs, one guide

**Complete input:** Use H07’s complete wish/no-timetable source. The named whole input is supplied in this same module; read it before starting.

**Useful product:** Two purpose-linked parts with a topic reference; one shorter paragraph is allowed if justified.

**Choose a way:** Grouped paper pieces, written paragraphs or faithful composed plan.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Do not fetch personal travel plans or state a real arrival. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X08 · Sentence repair workshop

**Complete input:** Use H08’s title/pointer/caption source. The named whole input is supplied in this same module; read it before starting.

**Useful product:** One own accurate contrast/time sentence; explain the linking word’s job.

**Choose a way:** Move/direct clause cards, edit written text or compose with usual communication.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** No unsupported because; complex is not automatically better. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X09 · A card worth keeping

**Complete input:** Choose one full ordinary source from C01–C20, not an unseen held assessment. The named whole input is supplied in this same module; read it before starting.

**Useful product:** Source identity, supplied detail, reader sentence, open question and keep/change reason.

**Choose a way:** Reader card, small guide or private self-tour.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Source details and own contribution stay distinguishable; no public upload. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

## X10 · Useful next-try folio

**Complete input:** Use actual own retained pieces or begin an openly current first sample. The named whole input is supplied in this same module; read it before starting.

**Useful product:** A chosen source/word relationship and one realistic next learning offer.

**Choose a way:** Point/direct conference, written keep/change note or spoken/sign/AAC self-review.

**Run it:** Choose a private reader and retain the first own plan. Identify a supplied detail and an open gap. Make a small product in the chosen mode. Read/describe it against the source; choose a useful keep or change. Retain actual versions/reason and one next offer. No public recipient, account, cost, purchase, photo or recording is needed.

**Scope:** Two dates or titles alone do not establish progress; record exposure/help/intervening teaching. An actual revision/delivery/reader reaction is recorded only if it occurs, with actual help. The source may be read faithfully; composition is distinct from independent word skills.

# Eight fresh held sources, thirty-two specific components and complete unrelated next teaching

This staff module supplies the complete source, explicit prompt, original question-specific criterion and worked meaning for each component. Only the neutral source and blank prompts travel to own learner pages. The complete next sources are different ordinary teaching, never substitute held answers or a claimed observed child. There are no automatic grades or official bands.

## A-first · The hat label

**Eligibility:** After teaching source detail, reporting/opinion and bounded claim work (Days41–42/44 or actual equivalents); use only components with taught relationships.

**Complete neutral source:** Complete invented shop record: The paper-hat shelf had one label, BLUE HATS, beside its blue-hat drawing. Fictional visitor Mina found that label after helper Otis pointed to the shelf. No other visitor or shelf was checked. A pretend poster says: Any visitor can find any hat here without help. The record gives no result for a visitor working without a pointer.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Which particular event does the record supply? Include the help that was given.",
    "Repair the poster promise using only this record.",
    "What may the supplied help suggest, and what does the record leave unknown about working without help?",
    "Write or compose a useful two-sentence note for a reader: one supplied fact, then one open question."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### A-first-1

**Exact prompt:** Which particular event does the record supply? Include the help that was given.

**Criterion:** Names Mina finding the blue-hat label after Otis pointed; keeps the helper and one event.

**Worked meaning:** Mina found the blue-hat label after Otis pointed to the shelf.

**Complete unrelated next source:** Invented kitchen catalogue note: One drawn mug is labelled ROUND HANDLE. Character Bea identified that label when Pat read it aloud. No other handle was shown and no independent reading result is given.

**Child invitation:** Tell a tiny report that keeps who did what and the actual help.

**Staff worked reasoning after own try:** Bea identified one handle label after Pat read it aloud; a catalogue drawing is not a real kitchen test.

**Teach it:**
1. Read the whole note, then offer an own report before modelling.
2. Place/direct who, act and help beside the relevant source clauses; model the supplied sequence without adding a second trial.
3. Offer a different own report in usual communication; retain exact words and actual adult help.

**Observable next contribution:** The new contribution keeps Bea, one label and the read-aloud help together.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-first-2

**Exact prompt:** Repair the poster promise using only this record.

**Criterion:** Own repair limits its report to the supplied visitor/event/help instead of promising every visitor/hat or independence.

**Worked meaning:** The record shows Mina finding one label after a pointer; it does not show any visitor finding any hat without help.

**Complete unrelated next source:** Pretend sock catalogue: A writer saw one striped sock in a drawn drawer after its position was marked. The headline says No sock can ever go missing. Nothing was checked on another occasion.

**Child invitation:** Give the sock headline a smaller, useful job.

**Staff worked reasoning after own try:** The source gives one marked-drawer event, not every sock or every future occasion.

**Teach it:**
1. Retain an own repaired sentence; underline/direct the supplied one-event clause.
2. Contrast one supplied event with the future word ever, using only the complete source.
3. Model a narrow report, then invite a different own wording and one limit; do not demand the model sentence.

**Observable next contribution:** The own new sock wording reports the marked event without a future guarantee.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-first-3

**Exact prompt:** What may the supplied help suggest, and what does the record leave unknown about working without help?

**Criterion:** Plausible source-linked inference about the pointer helping this event, distinguished from an unknown independent result; no causal proof demanded.

**Worked meaning:** The pointer may have helped Mina find the label. The record does not tell us whether Mina would find it without help.

**Complete unrelated next source:** Fictional theatre note: A performer looked at a drawn cue card after a partner nodded towards it. No unprompted cue-card attempt is reported. The note does not explain what caused the look.

**Child invitation:** Make one possible explanation and keep one question open.

**Staff worked reasoning after own try:** The nod may have helped direct the look; the source cannot prove the cause or an unprompted result.

**Teach it:**
1. Read the complete note and collect an own possible/unknown pair.
2. Demonstrate may versus did using the two exact source roles, not the same held event.
3. Ask for a new theatre explanation with a named unknown; keep uncertainty rather than reward certainty.

**Observable next contribution:** An own possible explanation points to the nod, while the unprompted result stays open.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-first-4

**Exact prompt:** Write or compose a useful two-sentence note for a reader: one supplied fact, then one open question.

**Criterion:** Two own linked sentences carry one accurate event/help and a relevant unanswered question for a reader.

**Worked meaning:** Mina found the blue-hat label after Otis pointed. Would Mina find the label without a pointer?

**Complete unrelated next source:** Invented paper recipe plan: A drawing labels a pretend bowl MIX HERE. A fictional reader located the label after it was enlarged. No cooking, second reader or small-print comparison occurred.

**Child invitation:** Make a two-sentence recipe-reader note without cooking anything.

**Staff worked reasoning after own try:** The supplied event is one reader locating the enlarged label; a useful next question asks about another size or reader, without inventing its result.

**Teach it:**
1. Agree a private reader purpose and keep the own first note.
2. Model a report/question pair from the recipe note; link the second sentence to enlarged label rather than add a food claim.
3. Invite a different own pair, through writing or faithful composition support; mark actual writing scope.

**Observable next contribution:** The supplied event and own open question are connected for the chosen reader.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## A-later · Clockwork Gallery arrows

**Eligibility:** Keep actual first response, source exposure, task/mode/help, interval and targeted intervening teaching. After comparable taught source/inference/reporting work, this new legend-plus-event job may provide selected later evidence; never require all four.

**Complete neutral source:** In this invented gallery, a key says red arrows mean entrance and blue arrows mean exit. The key describes this model gallery only. A separate story note says visitor Wen identified a red arrow after reading the key; no journey was completed. A pretend headline says: Red arrows always get every visitor all the way home. There is no real map, route, journey or safety information here.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Name one meaning supplied by the key and the different event supplied by the story note.",
    "Replace the headline with a claim that this model source supports.",
    "Which detail supports an inference that the key helped recognition, and what journey question stays open?",
    "Make a short reader card with the key meaning, the actual story result and one useful limit."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### A-later-1

**Exact prompt:** Name one meaning supplied by the key and the different event supplied by the story note.

**Criterion:** Distinguishes the model entrance meaning from Wen identifying a red arrow after reading; does not combine these into a completed journey.

**Worked meaning:** The key gives red as entrance. The story note says Wen identified a red arrow after reading that key.

**Complete unrelated next source:** Original aquarium-game card: A printed legend uses a square for a pretend viewing window. A play note says Deni named a square after the legend was read. No animal-care activity or real aquarium route occurred.

**Child invitation:** Tell the legend job and the play-note job separately.

**Staff worked reasoning after own try:** The legend defines the square within this game; the note records Deni naming one after reading support.

**Teach it:**
1. Let the learner give an own two-job account first.
2. Place/direct meaning and reported act beside the different source sentences; model their relationship.
3. Invite a new source-faithful account, with the reading support and no animal-care inference.

**Observable next contribution:** The own account distinguishes game-symbol meaning from the reported naming event.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-later-2

**Exact prompt:** Replace the headline with a claim that this model source supports.

**Criterion:** Own claim limits red-arrow meaning and reported recognition to this model/event; excludes always/every visitor/home journey.

**Worked meaning:** In this model gallery red means entrance, and Wen recognised a red arrow after reading the key.

**Complete unrelated next source:** Fictional dance-plan sheet: A dot means pause in this paper plan. An invented reader correctly named one dot after the key was explained. The slogan says Every dancer follows every plan perfectly. No dance performance is supplied.

**Child invitation:** Make the dance-plan slogan honest and useful.

**Staff worked reasoning after own try:** Naming one dot after a key explanation is narrower than performing every dance perfectly.

**Teach it:**
1. Keep an own slogan repair before pointing out the scale of every.
2. Model how the paper-plan meaning differs from a live performance, using the whole source.
3. Invite a different own claim that retains the key explanation and paper scope.

**Observable next contribution:** An own claim does not turn one explained symbol into universal performance.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-later-3

**Exact prompt:** Which detail supports an inference that the key helped recognition, and what journey question stays open?

**Criterion:** Names the after-reading relationship as support for a plausible key-help inference; a relevant unreported journey question remains open.

**Worked meaning:** Wen identified the arrow after reading the key, so the key may have helped. No journey was completed. Could Wen complete a future journey using this key?

**Complete unrelated next source:** Pretend market-story record: Rafi chose a drawn stall card after reading its legend. The record supplies no walk between stalls. The writer thinks the legend may have helped, but offers no cause test.

**Child invitation:** Point to support for a possible explanation, then ask about the missing journey.

**Staff worked reasoning after own try:** After reading is a relevant sequence, not proof of cause. Whether Rafi travelled between any stalls is unreported.

**Teach it:**
1. Read both the act and absence before seeking an own inference.
2. Model a possible explanation tied to the sequence and a separate journey unknown.
3. Offer a different own possible/unknown pair; do not turn a real market trip into a requirement.

**Observable next contribution:** The new own inference is plausible and the missing walk is explicitly unknown.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### A-later-4

**Exact prompt:** Make a short reader card with the key meaning, the actual story result and one useful limit.

**Criterion:** Own reader product links model key, Wen’s reported recognition/help and a supplied limit; no new journey result.

**Worked meaning:** Here red means entrance. Wen identified a red arrow after reading the key, but this source reports no completed journey.

**Complete unrelated next source:** Invented board-game guide: A hollow circle means start in this one guide. A character found that circle after a spoken explanation. No whole game result or independent first attempt is supplied.

**Child invitation:** Make a useful start-symbol card for a reader who has not seen the guide.

**Staff worked reasoning after own try:** A helpful card names this guide’s symbol, reports one explained finding event and leaves whole-game performance open.

**Teach it:**
1. Choose a private reader and collect the own first product.
2. Model three linked jobs with the complete new board-game source; a short product may do all three.
3. Invite own wording/picture directions and a scope limit; record help without supplying the answer.

**Observable next contribution:** The own reader card connects symbol, event and limit without claiming a game success.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## B-first · Jo’s silver page

**Eligibility:** After teaching direct/reported voice and relevant quotation punctuation through Days43/48 or actual equivalents; independent writing evidence only if actually written by the learner.

**Complete neutral source:** An original fictional book-club note records Jo saying, “The silver page made me laugh.” Jo is speaking about one page in a made-up story. Later the note says curator Mel hopes other readers will smile. No other reader response is reported. Jo’s sentence is a personal response; Mel’s hope is a different voice. Neither is a count of everybody’s response.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Whose personal response is supplied, and which words show that response?",
    "Write or compose Jo’s exact words as a quotation with Jo named. If you write it, show the quotation boundaries and sentence punctuation.",
    "Report what Jo said in your own words without turning it into everybody’s response.",
    "Compose two linked sentences for a reader: Jo’s reported response and Mel’s different hope."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### B-first-1

**Exact prompt:** Whose personal response is supplied, and which words show that response?

**Criterion:** Identifies Jo and made me laugh as the supplied personal response, rather than treating Mel’s hope as an observed audience result.

**Worked meaning:** Jo gives the response “made me laugh” about the silver page.

**Complete unrelated next source:** Fictional record-shop note: Ari says, “I like the quiet opening.” Shopkeeper Len hopes someone will enjoy the ending. There is no reported ending response.

**Child invitation:** Find the supplied listener response without borrowing the shopkeeper’s hope.

**Staff worked reasoning after own try:** Ari’s liking refers to the quiet opening; Len’s ending hope has no supplied listener result.

**Teach it:**
1. Keep an own identification and the words used to justify it.
2. Model the two voices and two parts of the song as separate source relationships.
3. Invite a new own response/hope distinction with the exact opening words; no actual listening required.

**Observable next contribution:** The own answer attributes the opening preference to Ari and does not invent an ending response.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-first-2

**Exact prompt:** Write or compose Jo’s exact words as a quotation with Jo named. If you write it, show the quotation boundaries and sentence punctuation.

**Criterion:** Retains the exact words and named speaker; evaluates quotation/capital/boundary conventions only where the prompt’s actual written response supplies evidence.

**Worked meaning:** Jo said, “The silver page made me laugh.”

**Complete unrelated next source:** Invented postcard story: Uma says, “The moon-shaped stamp surprised me.” No stamp is a real postal product and no other speaker is quoted.

**Child invitation:** Give Uma her exact words and a clear quotation frame.

**Staff worked reasoning after own try:** Uma said, “The moon-shaped stamp surprised me.” preserves the original speaker and exact sentence.

**Teach it:**
1. Let the learner attempt the full quoted sentence, or compose it and describe its boundaries.
2. Model naming the speaker outside the exact words and locating opening/closing quotation marks on paper if appropriate.
3. Invite another own exact quotation frame from this source; record whether punctuation was independently written, directed or supplied.

**Observable next contribution:** Exact words and speaker survive; any recorded punctuation evidence has its actual mode/help.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-first-3

**Exact prompt:** Report what Jo said in your own words without turning it into everybody’s response.

**Criterion:** Faithful reported meaning retains Jo’s one-page personal response without inventing universal agreement; an exact memorised tense pattern is not required.

**Worked meaning:** Jo said the silver page had made Jo laugh.

**Complete unrelated next source:** Fictional model fair note: Kit says, “I enjoyed the spinning title.” The title is an imagined paper design; there is no surveyed audience or real motion trial.

**Child invitation:** Report Kit’s response without making Kit everyone.

**Staff worked reasoning after own try:** Kit said they enjoyed the spinning title reports one person’s response; the source does not claim that everybody enjoyed it.

**Teach it:**
1. Retain an own report before presenting any model.
2. Show which meaning remains when quotation marks are removed; keep the speaker and response object.
3. Invite a different own faithful report; accept clear pronoun choices and do not demand one compulsory tense shift.

**Observable next contribution:** The own report keeps Kit’s enjoyment and does not become a universal audience claim.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-first-4

**Exact prompt:** Compose two linked sentences for a reader: Jo’s reported response and Mel’s different hope.

**Criterion:** Own linked sentences keep Jo’s response and Mel’s hope as different meanings/voices; connection is coherent without a new response result.

**Worked meaning:** Jo said the silver page made Jo laugh. Mel hopes other readers will smile, but no other response is given.

**Complete unrelated next source:** Invented craft-story note: Inez says, “I found the folded label.” Tutor Bo hopes later visitors will find it too. No later finding event is recorded.

**Child invitation:** Help a reader keep what happened and what is hoped for apart.

**Staff worked reasoning after own try:** Inez reported finding the label. Bo hopes future visitors will find it, but the note supplies no future event.

**Teach it:**
1. Ask for an own linked pair and keep it before feedback.
2. Model found versus hopes using the two named voices; a linking phrase must not turn hope into result.
3. Offer a different own two-sentence reader note; keep the hope and the missing future evidence.

**Observable next contribution:** The own linked note distinguishes the supplied finding report from Bo’s untested hope.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## B-later · Eli’s winter-window wish

**Eligibility:** Use after actual first-source feedback and new unrelated voice/reporting teaching, with comparable eligible component opportunity. Keep first originals, exposure and actual support/interval; no automatic later score.

**Complete neutral source:** In a made-up window-design story, Eli says, “I want the blue panel near the title.” Mo says, “I think the amber panel might be easier for me to notice.” These are different people’s wish and tentative judgement. No noticeability check happened and no choice was declared best. The story gives no universal audience preference or measured result.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Name the speaker of the wish and the words that make it a wish.",
    "Quote Mo’s exact words with Mo named. If writing, show the quotation boundaries and sentence punctuation.",
    "Report Mo’s meaning in your own words; make clear that it is a tentative personal judgement, not a test result.",
    "Link the two voices in a short reader note. Explain why these statements do not establish one best panel."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### B-later-1

**Exact prompt:** Name the speaker of the wish and the words that make it a wish.

**Criterion:** Identifies Eli and I want, retaining wish status rather than reporting a completed placement or test.

**Worked meaning:** Eli says “I want”; the blue panel’s placement is a wish.

**Complete unrelated next source:** Original fictional lunch-menu drawing story: Hana says, “I wish the heading were beside the soup sketch.” Nobody rearranged the imaginary menu.

**Child invitation:** Name the wish without claiming somebody moved the heading.

**Staff worked reasoning after own try:** Hana’s wish describes a desired layout, not a completed change.

**Teach it:**
1. Keep an own wish identification with source words.
2. Model the distinction between desire and recorded action in this full new menu story.
3. Invite a new own sentence that names Hana and leaves the rearrangement unreported.

**Observable next contribution:** The own answer retains the wish and does not create a layout action.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-later-2

**Exact prompt:** Quote Mo’s exact words with Mo named. If writing, show the quotation boundaries and sentence punctuation.

**Criterion:** Names Mo and preserves the exact tentative words including think/might/for me; written conventions are judged only with actual written/directed evidence.

**Worked meaning:** Mo said, “I think the amber panel might be easier for me to notice.”

**Complete unrelated next source:** Invented comic speech: Dev says, “I think the dotted border might help me find the title.” No border trial or other reader is supplied.

**Child invitation:** Give Dev exact words, including the uncertainty.

**Staff worked reasoning after own try:** Dev said, “I think the dotted border might help me find the title.” keeps think, might and me.

**Teach it:**
1. Collect an own exact quotation frame before a model.
2. Locate tentative words inside the quote, and the speaker label outside it; model punctuation only for the written opportunity.
3. Invite own faithful quotation with the same uncertainty; record exact support and mode.

**Observable next contribution:** The quoted uncertainty, first-person scope and speaker remain intact.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-later-3

**Exact prompt:** Report Mo’s meaning in your own words; make clear that it is a tentative personal judgement, not a test result.

**Criterion:** Faithfully reports Mo’s tentative personal judgement without asserting proven ease or universal noticeability.

**Worked meaning:** Mo thought the amber panel might be easier for Mo to notice; it was not a measured result.

**Complete unrelated next source:** Fictional sound-guide story: Tess says, “Perhaps the short pause would help me.” No pause was trialled and no other listener is discussed.

**Child invitation:** Report a possibility without making a sound experiment happen.

**Staff worked reasoning after own try:** Tess thinks a short pause may help personally; the story contains no trial result.

**Teach it:**
1. Keep an own reported meaning and its uncertainty marker.
2. Model replacing the direct first person with a named person while keeping perhaps/may meaning.
3. Invite a different own report; do not add an audio trial or require speaking/listening to real sound.

**Observable next contribution:** The own report stays tentative and personal, with no invented trial.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### B-later-4

**Exact prompt:** Link the two voices in a short reader note. Explain why these statements do not establish one best panel.

**Criterion:** Own linked note keeps Eli’s wish and Mo’s tentative preference and explains that neither a comparative test nor universal best is supplied.

**Worked meaning:** Eli wants blue near the title, while Mo thinks amber might be easier personally. These voices do not show one panel is best for everyone.

**Complete unrelated next source:** Invented game-character conversation: Lin wants a wide cover. Noor thinks a narrow cover might fit a fictional shelf. No fit check or common winning rule is given.

**Child invitation:** Let a reader hear both voices without announcing a winner.

**Staff worked reasoning after own try:** Lin’s wish and Noor’s possible shelf fit answer different questions; no supplied test establishes a best cover.

**Teach it:**
1. Retain an own reader note and ask which job each voice does.
2. Model while/and as links between different purposes; avoid calling different preferences false facts.
3. Invite a new own linked explanation with the absent fit check kept open.

**Observable next contribution:** The own note preserves both voices and does not award an unsupported best-cover result.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## C-first · The giant moth comic

**Eligibility:** After explicit still-frame/salience/caption and paragraph-purpose teaching (Days44/47/49 or actual equivalents). Textual full description is equivalent source access; no visual acuity inference or moving-image claim.

**Complete neutral source:** Complete original still-image description: In an invented comic panel, one large paper moth fills the left foreground. A small drawn lamp appears near the right edge. The title MOTH AT THE WINDOW is above the panel. Everything outside this frame is unspecified. A caption below says: Every lamp in the town attracted a moth. The source gives no count of town lamps and no cause test. Draft reader guide, paragraph1: “This comic panel shows a large paper moth at the left and a small drawn lamp near the right edge.” Paragraph2: “The caption talks about every lamp in a town, but this single invented panel gives no town-wide count or cause test.”

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Name a placement or size choice in this panel and explain what it may draw a reader’s attention to.",
    "Repair the caption so it describes the supplied panel without inventing the town-wide count.",
    "What different useful job does each draft guide paragraph have?",
    "Choose one word or visual change for this reader guide and explain how it would make its meaning more accurate or useful."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### C-first-1

**Exact prompt:** Name a placement or size choice in this panel and explain what it may draw a reader’s attention to.

**Criterion:** Names large left-foreground moth or small right-edge lamp and plausibly explains attention/composition; does not claim an observed audience reaction.

**Worked meaning:** The large moth in the left foreground may draw attention to the moth before the small lamp.

**Complete unrelated next source:** Original fictional theatre poster description: A large umbrella shape is centred above a small ticket-box outline in the lower corner. The heading is RAINY PLAY. No audience viewing was observed.

**Child invitation:** Describe one design choice and a possible attention effect.

**Staff worked reasoning after own try:** The large centred umbrella may attract attention before the small corner ticket box; this is a design interpretation, not a measured response.

**Teach it:**
1. Offer the whole description aloud/textually and retain an own explanation.
2. Model size and placement as composition choices, using the umbrella/ticket relationship.
3. Invite a different own possible effect; do not test eyesight or assert every reader looks there first.

**Observable next contribution:** An own explanation links a supplied size/placement to a possible attention effect.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-first-2

**Exact prompt:** Repair the caption so it describes the supplied panel without inventing the town-wide count.

**Criterion:** Own caption confines its claim to one drawn moth/lamp/panel; excludes every lamp/town-wide count and untested causality.

**Worked meaning:** This invented panel shows one large paper moth beside a small drawn lamp.

**Complete unrelated next source:** Invented mountain-book image description: A frame contains one drawn tent and one star shape. A caption claims Every campsite has a tent tonight. No real campsites or counts are supplied.

**Child invitation:** Write a picture caption that fits what is actually in the frame.

**Staff worked reasoning after own try:** One drawn tent and star appear in this invented frame; the image does not count every campsite.

**Teach it:**
1. Keep an own caption first and identify the exact depicted items.
2. Model how every campsite reaches beyond a single drawn frame.
3. Invite a different own bounded caption through writing/drawing labels/usual communication.

**Observable next contribution:** The own caption names the supplied drawing without a universal campsite claim.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-first-3

**Exact prompt:** What different useful job does each draft guide paragraph have?

**Criterion:** Distinguishes supplied panel-description job from explaining the unsupported caption’s limit; recognises purpose rather than decorative paragraph length.

**Worked meaning:** Paragraph1 describes the panel. Paragraph2 explains why the town-wide caption reaches beyond it.

**Complete unrelated next source:** Complete original toy-catalogue guide, paragraph1: “This invented kite drawing labels two corners. The labels identify parts of the drawn model.” Paragraph2: “No real flight is reported. Would a separate model trial answer a question about flight?”

**Child invitation:** Name the two paragraph jobs and the link between them.

**Staff worked reasoning after own try:** One paragraph identifies the pictured model; the other keeps flight performance open and suggests a future question.

**Teach it:**
1. Keep an own job explanation before modelling.
2. Direct/sort each complete paragraph by what it helps a reader do, rather than sentence count.
3. Invite a new own account of the linked jobs; accept a plausible alternate grouping with a reason.

**Observable next contribution:** The own explanation connects model description with the separate untested-flight job.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-first-4

**Exact prompt:** Choose one word or visual change for this reader guide and explain how it would make its meaning more accurate or useful.

**Criterion:** Own proposed change has a source-linked reader-meaning reason, without invented off-frame detail or forced decoration/edit.

**Worked meaning:** I would replace Every lamp with This drawn lamp so a reader does not mistake the panel for a town count.

**Complete unrelated next source:** Fictional badge design: An original panel shows one character pointing to an invented rule card. The title says EVERYONE KNOWS THE RULE. No other learner response is supplied.

**Child invitation:** Choose a useful word or layout change and explain its job.

**Staff worked reasoning after own try:** Replacing EVERYONE with ONE CHARACTER narrows the meaning; a clear source note could help separate fiction from a real class result.

**Teach it:**
1. Retain an own proposal and reader reason, including a justified keep if appropriate.
2. Model one meaningful wording change using the complete badge source, not a colour-only reward.
3. Invite a different own proposal linked to supplied scope; record it as proposed until actually made.

**Observable next contribution:** The own change or keep reason relates to source meaning and a reader job.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## C-later · The cabinet close-up

**Eligibility:** After actual first visual/purpose feedback and unrelated whole-source teaching, use the different wide-versus-close-up source only for taught eligible components; keep visual/textual access help in the record.

**Complete neutral source:** Complete original still-image description: A wide invented workshop sketch contains three cabinet outlines. A second close-up frame includes only the left cabinet’s one bowl drawing and cuts the other cabinets out. The bowl is large at the centre of the close-up; the label CLOSE-UP is small above it. No cabinet contents beyond the drawn shapes are given. A caption says: This is the workshop’s only bowl. Draft guide, paragraph1: “The wide sketch includes three cabinets. The close-up includes the left cabinet’s bowl drawing and leaves the other cabinets outside.” Paragraph2: “A crop selects part of a picture. These drawings do not tell us the contents or bowl totals beyond the specified shapes.”

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Explain one supplied framing or placement choice and what it may emphasise.",
    "Repair the only-bowl caption using what the wide and close frames actually establish.",
    "Explain how the two guide paragraphs help a reader with different jobs.",
    "Propose a useful word or visual change for a reader, and give a reason connected to this source."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### C-later-1

**Exact prompt:** Explain one supplied framing or placement choice and what it may emphasise.

**Criterion:** Names close-up excluding other cabinets/large centred bowl and plausible emphasis, without inventing an actual viewer result.

**Worked meaning:** The close-up makes one centred bowl large and removes the other cabinets, so it may emphasise that bowl.

**Complete unrelated next source:** Original drawing-map pair: A wide fictional market sketch has four stall outlines; a close frame includes only one large sign in the upper centre. No reader was observed.

**Child invitation:** Explain the close frame’s choice and a possible emphasis.

**Staff worked reasoning after own try:** The close frame shows a large sign and leaves other stalls outside, which may emphasise the sign without proving how every reader responds.

**Teach it:**
1. Read/describe both complete frames and retain an own effect account.
2. Model what is included/excluded and how upper-centre size may shape composition.
3. Invite another own possible effect with no invented real market or viewer.

**Observable next contribution:** The own explanation connects the supplied framing/placement with a possible emphasis.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-later-2

**Exact prompt:** Repair the only-bowl caption using what the wide and close frames actually establish.

**Criterion:** Own repair reports one depicted close-up bowl while leaving unpictured contents/counts open; wide cabinets do not prove bowl totals.

**Worked meaning:** The close-up shows one bowl drawing in the left cabinet; it does not establish the workshop’s bowl total.

**Complete unrelated next source:** Invented craft-book frames: A wide shelf drawing has two covered boxes. A close frame shows one lid design. No box contents are described. The caption says This is the only lid design anywhere.

**Child invitation:** Give the close-up a caption that keeps unseen designs open.

**Staff worked reasoning after own try:** This frame shows one lid design; the source gives no total for other designs or box contents.

**Teach it:**
1. Keep an own caption and point/direct to the specified drawing detail.
2. Model the difference between one depiction and a total of unseen designs.
3. Invite a new own bounded caption; do not reveal or fill imagined box contents.

**Observable next contribution:** The own caption avoids a universal total for unseen designs.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-later-3

**Exact prompt:** Explain how the two guide paragraphs help a reader with different jobs.

**Criterion:** Names identifying wide/close frames versus explaining the counting limit; connects the jobs rather than using length or decoration as criterion.

**Worked meaning:** The first helps readers identify the two frames. The second explains why cropping cannot establish the bowl total.

**Complete unrelated next source:** Complete original pretend-zoo guide, paragraph1: “The toy-gate sketch has a label in a close-up frame. It identifies a make-believe gate.” Paragraph2: “The sketches give no real opening time or visit result. A reader planning a real visit would need actual service information.” No live animal task is proposed.

**Child invitation:** Tell a reader what each paragraph does and why both may be useful.

**Staff worked reasoning after own try:** One paragraph identifies the model gate and label; the other prevents the drawing being mistaken for service information.

**Teach it:**
1. Keep an own explanation before presenting the model.
2. Match each whole paragraph to its reader job using the gate/visit distinction.
3. Invite another own linked job account; keep real opening times unknown.

**Observable next contribution:** The own explanation connects model identification with the service-information limit.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### C-later-4

**Exact prompt:** Propose a useful word or visual change for a reader, and give a reason connected to this source.

**Criterion:** Own source-faithful proposal/reason improves or retains the distinction between frame and total; does not add unseen objects or require a forced edit.

**Worked meaning:** I would put close-up beside the caption so readers can see that one frame cannot count the whole workshop.

**Complete unrelated next source:** Fictional stamp-display drawing: One large label says COMPLETE COLLECTION above a frame containing one invented stamp. The record says no collection total was provided.

**Child invitation:** Choose a useful keep or change and say what misunderstanding it addresses.

**Staff worked reasoning after own try:** Changing COMPLETE COLLECTION to ONE DRAWN STAMP keeps a reader from treating the frame as the whole collection.

**Teach it:**
1. Retain an own keep/change decision and exact reason.
2. Model one source-linked heading repair from the new stamp drawing.
3. Invite a different own word/layout proposal; it remains a proposal until actually carried out.

**Observable next contribution:** The own reason addresses a supplied one-frame/total distinction, rather than decorative preference alone.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## D-first · The paperworks room

**Eligibility:** After two-source role/link/question and own paragraph work (Days46–49 or actual equivalents), with taught report-versus-plan distinction. No physical room, journey, access test or real trial is needed.

**Complete neutral source:** Source1 · invented plan card: The model Paperworks Room guide plans a large circle beside the entrance label and a triangle beside the exit label. These symbols apply only to this paper model. Source2 · invented trial note: Fictional reader Sol identified the circle after a helper read the plan card aloud. No exit identification or completed journey was recorded. A proposed guide sentence says: Every reader independently found both doors. Neither source supplies such a result.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Explain the different job of each source.",
    "Use one relevant detail from each source to repair the proposed guide sentence.",
    "Ask one useful question about what these sources leave open for a reader.",
    "Compose a short linked reader guide: explain the plan, the reported event and one open question."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### D-first-1

**Exact prompt:** Explain the different job of each source.

**Criterion:** Distinguishes planned symbol/key role from one supported recognition report; does not treat the plan as actual performance.

**Worked meaning:** Source1 plans the model’s symbols. Source2 reports Sol recognising the circle after a read-aloud.

**Complete unrelated next source:** Original fictional puppet-kit pair: A plan names a square for the first scene. A play record says character Tali named a square after the legend was explained. No whole show occurred.

**Child invitation:** Explain what the plan gives and what the play record adds.

**Staff worked reasoning after own try:** The plan defines the first-scene symbol; the record supplies one explained naming event, not a completed performance.

**Teach it:**
1. Keep an own two-job account, reading both sources in full.
2. Model plan meaning beside reported event/help using the different puppet-kit pair.
3. Invite a new own explanation of the relationship; no puppet performance is required.

**Observable next contribution:** An own two-source account keeps plan and supported naming event distinct.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-first-2

**Exact prompt:** Use one relevant detail from each source to repair the proposed guide sentence.

**Criterion:** Own repair links planned circle-entrance meaning and Sol’s read-aloud recognition; excludes both doors/every reader/independence.

**Worked meaning:** The plan uses a circle for entrance, and Sol recognised the circle after the plan was read aloud.

**Complete unrelated next source:** Invented ferry-model pair: A drawing key uses a stripe for the pretend ticket window. A story note reports one reader identifying the stripe after a spoken key explanation. No trip or other window was checked.

**Child invitation:** Use both source jobs in one careful reader sentence.

**Staff worked reasoning after own try:** The key assigns stripe to this model ticket window, and one reader identified it after an explanation; no trip result follows.

**Teach it:**
1. Keep an own linked repair from the full pair.
2. Model how one source supplies meaning and the other supplies a supported act, with help retained.
3. Invite another own useful sentence; retain the model scope and open trip result.

**Observable next contribution:** The own sentence uses relevant details from both sources without a travel result.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-first-3

**Exact prompt:** Ask one useful question about what these sources leave open for a reader.

**Criterion:** Own question targets an unreported exit, independent recognition or completed journey; no unasked test/action requirement.

**Worked meaning:** Could Sol identify the exit triangle without a read-aloud?

**Complete unrelated next source:** Fictional sculpture-guide pair: A plan places a large title above one paper figure. A note reports a reader noticing the title after it was pointed out. No small-caption reading or unprompted noticing is supplied.

**Child invitation:** Ask a question that the two sources cannot yet answer.

**Staff worked reasoning after own try:** Could a reader find the small caption without a pointer? targets a precise missing reader task.

**Teach it:**
1. Retain an own question before modelling, accepting speech/sign/AAC or writing.
2. Locate the supplied pointer event and an actual unreported task; explain why a question can stay unanswered.
3. Invite a different own useful question; do not demand a test result or action to satisfy a question prompt.

**Observable next contribution:** The own question names a relevant unreported reader task and does not invent its answer.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-first-4

**Exact prompt:** Compose a short linked reader guide: explain the plan, the reported event and one open question.

**Criterion:** Own informative reader product coherently links the plan meaning, one supported event and a relevant unanswered question, with no universal/independent result.

**Worked meaning:** This paper model uses a circle for entrance. Sol recognised it after a read-aloud, but could Sol recognise the exit without that help?

**Complete unrelated next source:** Original make-believe repair-desk pair: A guide assigns a hexagon to the label HELP. A story records one character finding the hexagon after a demonstration; no independent use of the desk is supplied.

**Child invitation:** Make a useful mini-guide from the two sources and an open question.

**Staff worked reasoning after own try:** The guide defines the model symbol and the story records one demonstrated finding. Independent use remains a useful question.

**Teach it:**
1. Agree a private reader purpose and retain an own first mini-guide.
2. Model linked meaning/event/question jobs from the full repair-desk pair; use a short paragraph or faithful oral composition.
3. Invite a different own reader product, noting actual spelling/handwriting separately from supported composition.

**Observable next contribution:** The own mini-guide links all three jobs and keeps independent use open.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

## D-later · Starlight Centre’s change note

**Eligibility:** After actual first-source gap teaching and comparable two-source/update/scope opportunities. Later uses a new programme-and-change relationship; preserve first exposure/help/interval and judge only actually taught components.

**Complete neutral source:** Source1 · fictional programme: The made-up Starlight Centre lists a paper-story session and a model-drawing session for Thursday in this story. It gives no real dates, opening times, costs or bookings. Source2 · fictional change note: The paper-story session is cancelled in this story. The note says nothing about whether the model-drawing session ran. A draft announcement says: Both Thursday sessions definitely ran. These two sources supply a planned list and a cancellation, not two completed sessions.

**Own-page contract:** {
  "initial_source_disclosure": "closed native details/summary, with exactly the complete neutral source and no rubric, model or next teaching",
  "own_labels": [
    "Explain what the programme gives and what the change note changes.",
    "Repair the draft announcement using a relevant detail from each source.",
    "Ask one relevant question a reader still needs answered from these sources.",
    "Write or compose a short reader guide with the original plan, the change and one useful limit or question."
  ],
  "initial_values": [
    "",
    "",
    "",
    ""
  ],
  "display": "all four or one selected question; headings and current source identity visible",
  "paper": "same full source, four exact prompts and genuinely blank spaces; ordinary source can be read aloud or faithfully signed/AAC supported",
  "source_open_close": "Enter or pointer opens/closes in place; exact four drafts, active question and selection survive; first Tab reaches ordinary external source link, next Tab reaches first answer; focus remains visibly on summary when closing",
  "leaving_note": "Your words are temporary on this page. Leaving or reloading can clear them. Keep a paper or other record you choose before leaving. The full-source external link is optional; use this in-page source while writing.",
  "supported_navigation": "Previous/Next question retain all four drafts; move focus to newly visible answer, announce its heading; hide no entered value from the all-words view",
  "gates": "No worked answers, criterion, feedback, marks, automatic correctness or AI in learner help; no account, external API, analytics or persistent storage"
}

### D-later-1

**Exact prompt:** Explain what the programme gives and what the change note changes.

**Criterion:** Names two planned sessions and cancellation of paper-story, leaving model-drawing completion unreported; distinguishes plan/change from actual running.

**Worked meaning:** The programme lists two planned sessions. The change note cancels paper-story; it gives no model-drawing running result.

**Complete unrelated next source:** Original fictional sport-story pair: A paper schedule plans a ribbon game and a badge-making activity. A later story note cancels the ribbon game. No badge-making completion is reported.

**Child invitation:** Tell the schedule job and the change-note job without inventing an activity result.

**Staff worked reasoning after own try:** The schedule gives plans; the later note removes one activity. It does not say the other ran.

**Teach it:**
1. Collect an own two-job account from both complete sources.
2. Model the planned-list/change relationship using the ribbon/badge pair, rather than a trial/legend relationship.
3. Invite another own account that leaves the other activity’s completion open.

**Observable next contribution:** The own account distinguishes planned activities, one cancellation and an unknown completion.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-later-2

**Exact prompt:** Repair the draft announcement using a relevant detail from each source.

**Criterion:** Own repair links the two planned sessions with paper-story cancellation and keeps drawing’s running result open; no definitely-both result.

**Worked meaning:** Two sessions were planned, but paper-story was cancelled; the sources do not say whether model-drawing ran.

**Complete unrelated next source:** Invented bakery-story pair: A pretend notice plans a cake-sketch display and a recipe-reading corner. A change note cancels the display. The supplied record reports no recipe-reading event. No food preparation or tasting is required.

**Child invitation:** Repair Both activities definitely happened using the supplied pair.

**Staff worked reasoning after own try:** The notice planned both; the display was cancelled, and recipe-reading completion is not supplied.

**Teach it:**
1. Retain an own repair and point/direct to a relevant detail in each full source.
2. Model but as a contrast between programme and cancellation, not proof that the other happened.
3. Invite new own linked wording with the other event unreported.

**Observable next contribution:** The own repair uses both sources and does not imply the other activity ran.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-later-3

**Exact prompt:** Ask one relevant question a reader still needs answered from these sources.

**Criterion:** Own question targets a genuinely unreported drawing-session result or replacement/updated plan; does not demand a speculative answer or real booking action.

**Worked meaning:** Did the model-drawing session run, or was there another change note?

**Complete unrelated next source:** Fictional concert-story pair: A programme lists a humming scene and a silent-drawing scene. A later note cancels the humming scene. It gives no replacement or silent-drawing result.

**Child invitation:** Ask one useful question the pair leaves open.

**Staff worked reasoning after own try:** Was a replacement planned? or Did the silent-drawing scene run? is a relevant missing detail, not a reported event.

**Teach it:**
1. Keep an own question before a model.
2. Show how an unanswered question comes from a particular gap in the two sources.
3. Invite a different own question and keep its answer blank until evidence exists; no performance or hearing task required.

**Observable next contribution:** The own question is specific to an unreported result or update.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

### D-later-4

**Exact prompt:** Write or compose a short reader guide with the original plan, the change and one useful limit or question.

**Criterion:** Own linked informative product keeps planned sessions, paper-story cancellation and one unreported-result limit/question; reader purpose is clear without a real-service promise.

**Worked meaning:** The fictional programme planned two sessions. Paper-story was cancelled, and the drawing-session result is still open; a reader would need another update.

**Complete unrelated next source:** Original model-museum pair: A story programme plans a puppet talk and a label-making corner. A later note cancels the talk and gives no label-corner result. Nothing is a real museum listing.

**Child invitation:** Help a private reader understand the plan and update in a tiny guide.

**Staff worked reasoning after own try:** A linked guide can name both plans, the cancelled talk and the unknown label-corner result without promising a real visit.

**Teach it:**
1. Choose a private reader purpose and retain the own first guide.
2. Model programme/change/unknown jobs using the full model-museum pair, with paragraph grouping if useful.
3. Invite another own written/drawn/spoken/AAC guide; record actual composition/writing/delivery support.

**Observable next contribution:** The own new guide links programme, update and open result for a reader.

**Record:** Keep the actual first/new own words, source exposure, component opportunity, usual mode and actual support. Unknown/pass remains open. Observe the named relationship, rather than mark compliance, length or a memorised model. A written convention or independent-reading result needs its own actual evidence; faithful composition support remains available.

# Reader-card Bench, own pages and complete non-device aids

## A useful tiny Bench
Child entry: “What do you want your reader to understand? Pick one box to start, or show all your words.” All nine own fields initially contain exactly empty strings; no example, source judgement, hint answer or fictional child result is inserted. Adult ordinary models live separately. Usual communication, paper, faithful help, rest/private/pass/return cover every stage. There is no AI assistant or automatic source verification.

### Nine exact fields
1. My source identity
2. My exact source words/detail
3. My first claim
4. What the source supports
5. What stays open
6. My second useful source or question
7. My reader and purpose
8. My revised words/picture choice
9. My keep/change reason

### Four useful views
**Source** shows own source identity/detail, supports, open gap and second source/question. **Claim** shows own first claim, revised words/picture and support. **Reader** shows own reader/purpose, revised product and keep/change reason. **All my words** shows all nine exact values in label order. These are filters over the same own draft; choosing a view/all-one question preserves every value. The selected scope and question heading remain visible, with keyboard focus moved to the newly visible answer when changing questions. No hidden field is erased.

Preview is an explicitly temporary literal display of exact own words, not an answer or factual stamp; preserve whitespace/newlines and escape markup. The child decides whether to keep it. Two slots are labelled Chosen version1/Chosen version2 with the child’s chosen identity visible above each comparison column. No chosen version appears without an explicit keep. Full comparison shows all nine fields of both selected versions with exact identities, empty values and newlines; a missing slot stays visibly unchosen. No marks, score, winner, difference-as-error or universal-best claim.

### Explicit temporary lifecycle
Source/help and ordinary neutral descriptions open in place, preserve nine values, current question/view/selection and two chosen versions, and return to the exact chosen field. No automatic focus on a hidden field. Replace a filled kept slot, restore a kept version or clear the current draft requires a named confirmation describing exactly what will change. Cancel or Escape preserves all draft values, preview, both kept identities/values, selected question/view and open help state. Confirmed restore copies the exact chosen nine values into the current draft; it does not silently overwrite the other kept slot. Confirmed clear empties exactly the current draft and its temporary preview; it says whether the two kept versions remain and must match that message. New current job may retain the two slots only with an explicit accurate notice. Nothing is permanent: leaving/reloading may clear draft and kept versions, including when using Back. Keep a paper or other record you choose first. No persistent storage, network API, automatic copy/download, clipboard, upload, login, analytics, recording, assistant or auto-grading. Static local files will still make ordinary page/asset requests.

### Same-page source for all eight own response routes
Each source identity has its own native accessible details/summary, initially closed. The disclosure contains that exact complete neutral source and no staff criterion, model or next teaching. It works without JavaScript. Enter or pointer toggles preserve all four exact own drafts, visible question and selection; closing leaves visible focus on summary. Tab then reaches the optional external full-source link and next the first answer. The external leaving note is visible and honest about temporary words; no suggestion to navigate away while drafting. All/one and Previous/Next preserve all four values and move focus to the visible current answer. Four labels match the four exact prompts in CASE-DATA, blanks are genuine; no preset choice is inferred from opening source. The no-JS route exposes the full neutral source plus all four questions with empty spaces. Paper/spoken/sign/AAC paths have the same full source and exact prompts, not shorthand clues. Browser retention remains a future actual test, not this proposal’s result.

### Full paper/usual-communication Bench
Use these nine labels in order on any suitable paper or through an agreed faithful scribe. Leave every own space empty. Read/describe an ordinary source neutrally; the learner chooses a box, can revisit any box and can inspect all exact own words. Label two separate own versions only when chosen; compare all nine actual entries with the identities visible. Keep/change is the learner’s choice. Restore/clear/replace is agreed explicitly; declined or cancelled choice changes nothing. A self-reader or private imagined reader is enough. No printer, folding, mouse, speech, recording, purchase or device is a prerequisite.

### Local context helper
Manual adult fields begin blank: provider/title/link, section, date actually checked, place/service scope, narrow factual detail, what remains unknown, next recheck trigger. Adult opens the actual current provider and reviews the relevant full section and item terms. Show whether the evidence is successful direct reading, indexed/search-only or held candidate; a cached snippet is not fresh direct verification. An unknown local rule stays open. Source citation does not grant photo/logo/map/cultural reuse. No child’s location, account, address, personal history, voice or profile is collected. Queensland factual option F01 below is state guidance; it never pre-fills a local council or school rule.

### User editing and review contribution
Future source pages should offer a small Edit/propose route: identify resource/version and exact passage, write proposed replacement, explain the learner/reader problem, give full provider/link/section/date if a fact changes, describe actual classroom trial/help without child identifiers, and identify any third-party/cultural/media rights. Preview the exact contribution before an explicit submission; do not imply it is accepted or published. Owner review checks source meaning, prompts/criteria, access, rights, alternatives and reproducibility before integration. No submission service is claimed in this proposal.


## W01 · Tiny promise repair · own sheet

**Complete source:** Pretend source: One made-up sticker labels one drawn cup. Promise: Every cup is easy to find.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Keep one own source-bound sentence and a remaining question.

## W02 · Whose opinion? · own sheet

**Complete source:** Ada prefers the large circle because it is easy for Ada to spot; Ben likes the small square because it fits a fictional shelf. No common trial is supplied.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Own words retain each voice and reason.

## W03 · Quotation frame · own sheet

**Complete source:** Character Pip says, “I want the label beside the picture.” Nothing was moved.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Keep exact words separately from reported own wording; actual handwriting/punctuation help recorded.

## W04 · What is outside? · own sheet

**Complete source:** An invented frame shows one large boot drawing; outside the frame is unspecified. Caption: There is only one boot anywhere.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Own caption names the frame without inventing unseen boots.

## W05 · Help stays in the report · own sheet

**Complete source:** One character found a paper start sign after a helper read it. No independent attempt is reported.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Own report retains the read-aloud support.

## W06 · Two source jobs · own sheet

**Complete source:** A pretend map key names a diamond as the model door. A story says one character identified a diamond after the key was explained. No journey occurred.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** An own link uses a relevant detail from each source.

## W07 · Paragraph by purpose · own sheet

**Complete source:** A story says one character wishes to arrive early. No real timetable is supplied.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Own grouping follows different reader jobs, not decoration.

## W08 · A useful although · own sheet

**Complete source:** A drawing title was noticed after a pointer; nobody checked its small caption.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** The own linking word does not invent a cause or caption result.

## W09 · Keep can be a good choice · own sheet

**Complete source:** Model writer keeps a heading because it accurately names the supplied fictional scene; no real reader reaction is given.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Retain exact original and actual decision/reason, with no invented audience feedback.

## W10 · A little folio chat · own sheet

**Complete source:** Invented writer has two different versions but no record of help, source exposure or interval.

**Exact own labels:** My source detail, My own reader words, What stays open, My next keep/try

**Initial spaces:** four empty strings.

Adult may read the full source neutrally; use pointing/drawing/writing/speech/sign/AAC or direct a faithful scribe. Each own space remains empty until an actual contribution.

**Staff next notice:** Record actual own words/help and a next offer; no public share or performance required.

## N01 · written narration for Day41

Let’s try tiny promise repair. Pretend source: One made-up sticker labels one drawn cup. Promise: Every cup is easy to find. Repair the promise for a private reader. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Keep one own source-bound sentence and a remaining question. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N02 · written narration for Day42

Let’s try whose opinion?. Ada prefers the large circle because it is easy for Ada to spot; Ben likes the small square because it fits a fictional shelf. No common trial is supplied. Give both characters a fair one-sentence introduction. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Own words retain each voice and reason. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N03 · written narration for Day43

Let’s try quotation frame. Character Pip says, “I want the label beside the picture.” Nothing was moved. Quote Pip, then report the meaning your own way. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Keep exact words separately from reported own wording; actual handwriting/punctuation help recorded. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N04 · written narration for Day44

Let’s try what is outside?. An invented frame shows one large boot drawing; outside the frame is unspecified. Caption: There is only one boot anywhere. Give the pictured boot a useful caption. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Own caption names the frame without inventing unseen boots. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N05 · written narration for Day45

Let’s try help stays in the report. One character found a paper start sign after a helper read it. No independent attempt is reported. Give a short report and an open independence question. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Own report retains the read-aloud support. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N06 · written narration for Day46

Let’s try two source jobs. A pretend map key names a diamond as the model door. A story says one character identified a diamond after the key was explained. No journey occurred. Make a two-source reader note. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. An own link uses a relevant detail from each source. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N07 · written narration for Day47

Let’s try paragraph by purpose. A story says one character wishes to arrive early. No real timetable is supplied. Help a private reader separate wish and arrival. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Own grouping follows different reader jobs, not decoration. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N08 · written narration for Day48

Let’s try a useful although. A drawing title was noticed after a pointer; nobody checked its small caption. Make your own time or contrast sentence that keeps the gap. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. The own linking word does not invent a cause or caption result. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N09 · written narration for Day49

Let’s try keep can be a good choice. Model writer keeps a heading because it accurately names the supplied fictional scene; no real reader reaction is given. Choose one keep or change and tell its useful job. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Retain exact original and actual decision/reason, with no invented audience feedback. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.

## N10 · written narration for Day50

Let’s try a little folio chat. Invented writer has two different versions but no record of help, source exposure or interval. What helped you say what you meant? Choose one small next try. You can write, draw, point, tell, sign, use your usual communication, or ask someone to write exactly what you say. You can keep it private, take a break or come back. Your own words start blank. Record actual own words/help and a next offer; no public share or performance required. A paper version works too.

Written original candidate only; no generated or listened-to audio, accent, quality, cultural language or approved translation is established. Text works without audio. Any later audio must read this whole source accurately and be listened to before acceptance.


# Twenty whole future visual briefs and full text alternatives

Original future vector/schematic assets: eight ordinary, eight held neutral, four genuinely empty own aids. No assets are generated by this proposal. All full alternatives are source-bearing descriptions, not short labels. No photographic, cultural or provider rights are implied.

## V01 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C01

**Whole brief:** Use three small labelled fictional-player tokens beside one start-card outline and a separate DEMONSTRATION text strip. Tokens illustrate the record only; no independent play, all-player success or actual child is pictured. Create an original high-contrast paper-card scene for C01. Use only simple labelled geometry and this full source: Three people in an invented practice game found the start card after one demonstration. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C01; no photograph or actual child event. Complete source: Three people in an invented practice game found the start card after one demonstration. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use three small labelled fictional-player tokens beside one start-card outline and a separate DEMONSTRATION text strip. Tokens illustrate the record only; no independent play, all-player success or actual child is pictured.

## V02 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C04

**Whole brief:** Use two labelled tray outlines A and B, wide drawn parts in A and small drawn parts in B; keep the distinction drawn/model visible and do not depict a real tidy outcome. Create an original high-contrast paper-card scene for C04. Use only simple labelled geometry and this full source: A pretend sign says: Return wide parts to tray A; small drawn parts to tray B. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C04; no photograph or actual child event. Complete source: A pretend sign says: Return wide parts to tray A; small drawn parts to tray B. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use two labelled tray outlines A and B, wide drawn parts in A and small drawn parts in B; keep the distinction drawn/model visible and do not depict a real tidy outcome.

## V03 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C07

**Whole brief:** Use two equal short beat rectangles followed by an empty pause space, with written beat/beat/pause labels. This is a visual cue plan, not produced audio, a listener trial or universal access result. Create an original high-contrast paper-card scene for C07. Use only simple labelled geometry and this full source: A fictional cue uses two short beats followed by a pause for its start signal. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C07; no photograph or actual child event. Complete source: A fictional cue uses two short beats followed by a pause for its start signal. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use two equal short beat rectangles followed by an empty pause space, with written beat/beat/pause labels. This is a visual cue plan, not produced audio, a listener trial or universal access result.

## V04 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C10

**Whole brief:** Use one simple plush shape with a speech bubble containing the character’s exact preference. No real animal care instructions, dog needs or actual pet image. Create an original high-contrast paper-card scene for C10. Use only simple labelled geometry and this full source: A fictional plush dog narrates: My blanket is the cosiest thing in the universe. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C10; no photograph or actual child event. Complete source: A fictional plush dog narrates: My blanket is the cosiest thing in the universe. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use one simple plush shape with a speech bubble containing the character’s exact preference. No real animal care instructions, dog needs or actual pet image.

## V05 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C13

**Whole brief:** Use a plain model-key card with a triangle symbol and its exact fictional meaning, with no real route, park map, location, provider icon or universal symbol standard. Create an original high-contrast paper-card scene for C13. Use only simple labelled geometry and this full source: An invented path map uses triangles for meeting points. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C13; no photograph or actual child event. Complete source: An invented path map uses triangles for meeting points. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use a plain model-key card with a triangle symbol and its exact fictional meaning, with no real route, park map, location, provider icon or universal symbol standard.

## V06 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C16

**Whole brief:** Use one thick-pencil outline beside one dark model line on one paper outline. Keep the one-record scope and do not add a thinner-pencil comparison or best-pencil award. Create an original high-contrast paper-card scene for C16. Use only simple labelled geometry and this full source: A fictional kit note says that one thick pencil made a dark line in one model try. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C16; no photograph or actual child event. Complete source: A fictional kit note says that one thick pencil made a dark line in one model try. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use one thick-pencil outline beside one dark model line on one paper outline. Keep the one-record scope and do not add a thinner-pencil comparison or best-pencil award.

## V07 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C18

**Whole brief:** Use a clearly drawn crop rectangle around one flower shape which fills the specified frame; outside stays unpictured rather than filled with extra plants. Caption/source scope stays literal. Create an original high-contrast paper-card scene for C18. Use only simple labelled geometry and this full source: An original picture crops a fictional garden so one large flower fills the frame. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C18; no photograph or actual child event. Complete source: An original picture crops a fictional garden so one large flower fills the frame. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use a clearly drawn crop rectangle around one flower shape which fills the specified frame; outside stays unpictured rather than filled with extra plants. Caption/source scope stays literal.

## V08 · ordinary complete source before staff worked panel; original future vector design only

**Source identity:** C20

**Whole brief:** Use two separate fictional-cover outlines and two attributed preference/reason text panels. Give neither an award, rank, checkmark or implied actual winner. Create an original high-contrast paper-card scene for C20. Use only simple labelled geometry and this full source: Two fictional characters choose different book covers for different reasons. Put the complete source words alongside the scene, title above, a plain Fictional model label visible. Do not imply an observed result beyond this text. A separate staff-only worked/limit panel remains outside the neutral source and child own page. No provider image, map, logo, brand, cultural motif, stock art or answer badge. Text must fit at readable size, with logical reading order and a full text alternative; do not encode meaning by colour alone.

**Full alternative:** Original schematic ordinary-source card C20; no photograph or actual child event. Complete source: Two fictional characters choose different book covers for different reasons. Scene geometry is a model description only. Source title and fiction label sit outside it. No learner answer or provider endorsement is depicted. Planned original geometry: Use two separate fictional-cover outlines and two attributed preference/reason text panels. Give neither an award, rank, checkmark or implied actual winner.

## V09 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** A-first

**Whole brief:** Use a blue-hat drawing with BLUE HATS beside it and a separate literal event text strip naming Mina and the pointer help. Do not depict every shelf, another visitor, independent finding or an observed audience. Create original geometry for The hat label. Include the exact complete neutral source text without deletion or added event: Complete invented shop record: The paper-hat shelf had one label, BLUE HATS, beside its blue-hat drawing. Fictional visitor Mina found that label after helper Otis pointed to the shelf. No other visitor or shelf was checked. A pretend poster says: Any visitor can find any hat here without help. The record gives no result for a visitor working without a pointer. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for A-first, The hat label. Complete source: Complete invented shop record: The paper-hat shelf had one label, BLUE HATS, beside its blue-hat drawing. Fictional visitor Mina found that label after helper Otis pointed to the shelf. No other visitor or shelf was checked. A pretend poster says: Any visitor can find any hat here without help. The record gives no result for a visitor working without a pointer. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use a blue-hat drawing with BLUE HATS beside it and a separate literal event text strip naming Mina and the pointer help. Do not depict every shelf, another visitor, independent finding or an observed audience.

## V10 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** A-later

**Whole brief:** Use a model key with red/ENTRANCE and blue/EXIT labels plus non-colour text/pattern distinction; a separate literal Wen event strip. No journey line, home destination, safety stamp or real map. Create original geometry for Clockwork Gallery arrows. Include the exact complete neutral source text without deletion or added event: In this invented gallery, a key says red arrows mean entrance and blue arrows mean exit. The key describes this model gallery only. A separate story note says visitor Wen identified a red arrow after reading the key; no journey was completed. A pretend headline says: Red arrows always get every visitor all the way home. There is no real map, route, journey or safety information here. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for A-later, Clockwork Gallery arrows. Complete source: In this invented gallery, a key says red arrows mean entrance and blue arrows mean exit. The key describes this model gallery only. A separate story note says visitor Wen identified a red arrow after reading the key; no journey was completed. A pretend headline says: Red arrows always get every visitor all the way home. There is no real map, route, journey or safety information here. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use a model key with red/ENTRANCE and blue/EXIT labels plus non-colour text/pattern distinction; a separate literal Wen event strip. No journey line, home destination, safety stamp or real map.

## V11 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** B-first

**Whole brief:** Use Jo’s exact quotation in one named speech panel and Mel’s hope in a separate named report panel. No extra smiling audience or recorded reactions. Create original geometry for Jo’s silver page. Include the exact complete neutral source text without deletion or added event: An original fictional book-club note records Jo saying, “The silver page made me laugh.” Jo is speaking about one page in a made-up story. Later the note says curator Mel hopes other readers will smile. No other reader response is reported. Jo’s sentence is a personal response; Mel’s hope is a different voice. Neither is a count of everybody’s response. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for B-first, Jo’s silver page. Complete source: An original fictional book-club note records Jo saying, “The silver page made me laugh.” Jo is speaking about one page in a made-up story. Later the note says curator Mel hopes other readers will smile. No other reader response is reported. Jo’s sentence is a personal response; Mel’s hope is a different voice. Neither is a count of everybody’s response. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use Jo’s exact quotation in one named speech panel and Mel’s hope in a separate named report panel. No extra smiling audience or recorded reactions.

## V12 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** B-later

**Whole brief:** Use Eli’s desired blue-panel words in one named wish panel and Mo’s exact tentative amber-panel quote in another. No actual rearrangement, visibility trial or winning colour shown. Create original geometry for Eli’s winter-window wish. Include the exact complete neutral source text without deletion or added event: In a made-up window-design story, Eli says, “I want the blue panel near the title.” Mo says, “I think the amber panel might be easier for me to notice.” These are different people’s wish and tentative judgement. No noticeability check happened and no choice was declared best. The story gives no universal audience preference or measured result. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for B-later, Eli’s winter-window wish. Complete source: In a made-up window-design story, Eli says, “I want the blue panel near the title.” Mo says, “I think the amber panel might be easier for me to notice.” These are different people’s wish and tentative judgement. No noticeability check happened and no choice was declared best. The story gives no universal audience preference or measured result. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use Eli’s desired blue-panel words in one named wish panel and Mo’s exact tentative amber-panel quote in another. No actual rearrangement, visibility trial or winning colour shown.

## V13 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** C-first

**Whole brief:** Use the complete specified comic panel: one large paper-moth shape at left foreground, one small drawn lamp near right edge, exact title above and supplied draft caption below. Add no town lamps or moth count beyond this frame. Create original geometry for The giant moth comic. Include the exact complete neutral source text without deletion or added event: Complete original still-image description: In an invented comic panel, one large paper moth fills the left foreground. A small drawn lamp appears near the right edge. The title MOTH AT THE WINDOW is above the panel. Everything outside this frame is unspecified. A caption below says: Every lamp in the town attracted a moth. The source gives no count of town lamps and no cause test. Draft reader guide, paragraph1: “This comic panel shows a large paper moth at the left and a small drawn lamp near the right edge.” Paragraph2: “The caption talks about every lamp in a town, but this single invented panel gives no town-wide count or cause test.” Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for C-first, The giant moth comic. Complete source: Complete original still-image description: In an invented comic panel, one large paper moth fills the left foreground. A small drawn lamp appears near the right edge. The title MOTH AT THE WINDOW is above the panel. Everything outside this frame is unspecified. A caption below says: Every lamp in the town attracted a moth. The source gives no count of town lamps and no cause test. Draft reader guide, paragraph1: “This comic panel shows a large paper moth at the left and a small drawn lamp near the right edge.” Paragraph2: “The caption talks about every lamp in a town, but this single invented panel gives no town-wide count or cause test.” This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use the complete specified comic panel: one large paper-moth shape at left foreground, one small drawn lamp near right edge, exact title above and supplied draft caption below. Add no town lamps or moth count beyond this frame.

## V14 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** C-later

**Whole brief:** Use a wide frame with exactly three cabinet outlines and a separate close-up with only the specified left-cabinet bowl. Leave unspecified contents unpictured; retain the literal supplied caption and complete two guide paragraphs separately. Create original geometry for The cabinet close-up. Include the exact complete neutral source text without deletion or added event: Complete original still-image description: A wide invented workshop sketch contains three cabinet outlines. A second close-up frame includes only the left cabinet’s one bowl drawing and cuts the other cabinets out. The bowl is large at the centre of the close-up; the label CLOSE-UP is small above it. No cabinet contents beyond the drawn shapes are given. A caption says: This is the workshop’s only bowl. Draft guide, paragraph1: “The wide sketch includes three cabinets. The close-up includes the left cabinet’s bowl drawing and leaves the other cabinets outside.” Paragraph2: “A crop selects part of a picture. These drawings do not tell us the contents or bowl totals beyond the specified shapes.” Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for C-later, The cabinet close-up. Complete source: Complete original still-image description: A wide invented workshop sketch contains three cabinet outlines. A second close-up frame includes only the left cabinet’s one bowl drawing and cuts the other cabinets out. The bowl is large at the centre of the close-up; the label CLOSE-UP is small above it. No cabinet contents beyond the drawn shapes are given. A caption says: This is the workshop’s only bowl. Draft guide, paragraph1: “The wide sketch includes three cabinets. The close-up includes the left cabinet’s bowl drawing and leaves the other cabinets outside.” Paragraph2: “A crop selects part of a picture. These drawings do not tell us the contents or bowl totals beyond the specified shapes.” This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use a wide frame with exactly three cabinet outlines and a separate close-up with only the specified left-cabinet bowl. Leave unspecified contents unpictured; retain the literal supplied caption and complete two guide paragraphs separately.

## V15 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** D-first

**Whole brief:** Use the plan-key card with circle/entrance and triangle/exit, plus a separate literal Sol read-aloud recognition note. No exit-recognition tick, independent result or completed journey. Create original geometry for The paperworks room. Include the exact complete neutral source text without deletion or added event: Source1 · invented plan card: The model Paperworks Room guide plans a large circle beside the entrance label and a triangle beside the exit label. These symbols apply only to this paper model. Source2 · invented trial note: Fictional reader Sol identified the circle after a helper read the plan card aloud. No exit identification or completed journey was recorded. A proposed guide sentence says: Every reader independently found both doors. Neither source supplies such a result. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for D-first, The paperworks room. Complete source: Source1 · invented plan card: The model Paperworks Room guide plans a large circle beside the entrance label and a triangle beside the exit label. These symbols apply only to this paper model. Source2 · invented trial note: Fictional reader Sol identified the circle after a helper read the plan card aloud. No exit identification or completed journey was recorded. A proposed guide sentence says: Every reader independently found both doors. Neither source supplies such a result. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use the plan-key card with circle/entrance and triangle/exit, plus a separate literal Sol read-aloud recognition note. No exit-recognition tick, independent result or completed journey.

## V16 · held neutral complete source; exactly one current source, no criterion/worked/next/own answer

**Source identity:** D-later

**Whole brief:** Use two plain text panels: fictional programme listing both named Thursday sessions, and fictional change note cancelling only paper-story. Do not put a completion tick or running result beside model-drawing. Create original geometry for Starlight Centre’s change note. Include the exact complete neutral source text without deletion or added event: Source1 · fictional programme: The made-up Starlight Centre lists a paper-story session and a model-drawing session for Thursday in this story. It gives no real dates, opening times, costs or bookings. Source2 · fictional change note: The paper-story session is cancelled in this story. The note says nothing about whether the model-drawing session ran. A draft announcement says: Both Thursday sessions definitely ran. These two sources supply a planned list and a cancellation, not two completed sessions. Keep the source identity, separate source labels where present and fiction status. Still-frame cases must depict their specified frame inclusion/size/placement only, not unpictured totals or an actual viewer reaction. Preserve quotation words and speakers as supplied. Full ordinary description remains usable without seeing the geometry. Four own questions appear on a separate genuinely blank page; no rubric, worked wording, next teaching, scoring, answer-coloured highlight or artificial first response in the neutral source.

**Full alternative:** Original neutral source model for D-later, Starlight Centre’s change note. Complete source: Source1 · fictional programme: The made-up Starlight Centre lists a paper-story session and a model-drawing session for Thursday in this story. It gives no real dates, opening times, costs or bookings. Source2 · fictional change note: The paper-story session is cancelled in this story. The note says nothing about whether the model-drawing session ran. A draft announcement says: Both Thursday sessions definitely ran. These two sources supply a planned list and a cancellation, not two completed sessions. This is fiction, not a real participant, service, journey, measurement or learner result. No own answer or criterion is supplied by the graphic. Planned original geometry: Use two plain text panels: fictional programme listing both named Thursday sessions, and fictional change note cancelling only paper-story. Do not put a completion tick or running result beside model-drawing.

## V17 · own genuinely empty original paper aid

**Source identity:** OWN-1

**Whole brief:** Create an original low-ink blank aid titled My tiny claim card. Put these exact labels above/outside separate empty unruled rectangles in logical order: Source, Own words, Open question, Reader. Every response interior is entirely empty: no example, dotted answer, placeholder sentence, source judgement, sample mark, filled initial, implied performance or hidden preset. Add optional access directions outside the spaces: Write, draw, point, tell, sign/AAC or direct a faithful scribe; private/pass/return is available. Source context travels separately and no device/printer is required. A described or hand-drawn blank sheet is a full alternative.

**Full alternative:** A blank own aid titled My tiny claim card. Labels in order: Source, Own words, Open question, Reader. All response interiors are empty. The labels are outside the spaces, and no learner contribution is represented. Usual communication or a faithful scribe may record an actual own contribution; pass/private/return is available.

## V18 · own genuinely empty original paper aid

**Source identity:** OWN-2

**Whole brief:** Create an original low-ink blank aid titled My two-source card. Put these exact labels above/outside separate empty unruled rectangles in logical order: Source1, Source2, Own link, Open question. Every response interior is entirely empty: no example, dotted answer, placeholder sentence, source judgement, sample mark, filled initial, implied performance or hidden preset. Add optional access directions outside the spaces: Write, draw, point, tell, sign/AAC or direct a faithful scribe; private/pass/return is available. Source context travels separately and no device/printer is required. A described or hand-drawn blank sheet is a full alternative.

**Full alternative:** A blank own aid titled My two-source card. Labels in order: Source1, Source2, Own link, Open question. All response interiors are empty. The labels are outside the spaces, and no learner contribution is represented. Usual communication or a faithful scribe may record an actual own contribution; pass/private/return is available.

## V19 · own genuinely empty original paper aid

**Source identity:** OWN-3

**Whole brief:** Create an original low-ink blank aid titled My paragraph-job card. Put these exact labels above/outside separate empty unruled rectangles in logical order: Job1, Job2, Own connecting words, Own reason. Every response interior is entirely empty: no example, dotted answer, placeholder sentence, source judgement, sample mark, filled initial, implied performance or hidden preset. Add optional access directions outside the spaces: Write, draw, point, tell, sign/AAC or direct a faithful scribe; private/pass/return is available. Source context travels separately and no device/printer is required. A described or hand-drawn blank sheet is a full alternative.

**Full alternative:** A blank own aid titled My paragraph-job card. Labels in order: Job1, Job2, Own connecting words, Own reason. All response interiors are empty. The labels are outside the spaces, and no learner contribution is represented. Usual communication or a faithful scribe may record an actual own contribution; pass/private/return is available.

## V20 · own genuinely empty original paper aid

**Source identity:** OWN-4

**Whole brief:** Create an original low-ink blank aid titled My nine-field Bench paper. Put these exact labels above/outside separate empty unruled rectangles in logical order: My source identity, My exact source words/detail, My first claim, What the source supports, What stays open, My second useful source or question, My reader and purpose, My revised words/picture choice, My keep/change reason. Every response interior is entirely empty: no example, dotted answer, placeholder sentence, source judgement, sample mark, filled initial, implied performance or hidden preset. Add optional access directions outside the spaces: Write, draw, point, tell, sign/AAC or direct a faithful scribe; private/pass/return is available. Source context travels separately and no device/printer is required. A described or hand-drawn blank sheet is a full alternative.

**Full alternative:** A blank own aid titled My nine-field Bench paper. Labels in order: My source identity, My exact source words/detail, My first claim, What the source supports, What stays open, My second useful source or question, My reader and purpose, My revised words/picture choice, My keep/change reason. All response interiors are empty. The labels are outside the spaces, and no learner contribution is represented. Usual communication or a faithful scribe may record an actual own contribution; pass/private/return is available.


# Exact national scope, Queensland assessment use and mixed source rights

## Scope and history
Year4 English Resource Weeks09–10 is an original supplementary ten-session contribution, not proof that earlier weeks, the whole year or all states are complete. The inherited Year4 annual map is a draft v0.2 dated1October2026, with open wider opportunities; its rows are planning, not acceptance. The accepted neighbouring07–08 source is pinned by exact288-file native manifest. This new thread extends paragraph-purpose work with source evaluation, quoted/reported voices, still-image framing and genuinely owned reader composition rather than renaming the predecessor.

The complete102 native records and typed102 raw rows/511 present cells retain the exact29September2026 workbook metadata, values and source identities, including two present empty cells. Full1218 selected coordinate slots distinguish511present and707absent. Canonical framework SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60 and workbook SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 were actually compared during preparation. The historical extraction revision was unavailable here; exact original file bytes were available and matched. No fresh workbook acquisition, later retrieval date or commit resolution is invented.

## Whole national meaning
# Whole selected Year4 English national meaning

Historical input obtained29September2026. All102 selected records, including28core descriptions72 elaborations and full achievement standard, retained. Elaborations are examples, not replacement alignment targets. [Full source notice](../SOURCE-NOTICE.md).

## ENGENGY4 · level_description

The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 4, students interact with audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Literary texts that support and extend students in Year 4 as independent readers may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. Year 4 students create a range of imaginative, informative and persuasive types of texts that may include narratives, performances, reports, reviews, poetry and arguments for particular purposes and audiences.

## AC9E4LA01 · content_description

explore language used to develop relationships in formal and informal situations

## AC9E4LA01_E1 · illustrative_elaboration

recognising that language is adjusted in different contexts; for example, in degree of formality when moving between group discussions and presenting a group report

## AC9E4LA01_E2 · illustrative_elaboration

understanding how age, expertise and familiarity influence the ways in which people interact and how these codes and conventions vary across cultures

## AC9E4LA01_E3 · illustrative_elaboration

recognising the importance of using inclusive language

## AC9E4LA01_E4 · illustrative_elaboration

exploring cultural respects for First Nations Australian Elders, and greeting conventions between First Nations Australians

## AC9E4LA02 · content_description

identify the subjective language of opinion and feeling, and the objective language of factual reporting

## AC9E4LA02_E1 · illustrative_elaboration

identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded”

## AC9E4LA02_E2 · illustrative_elaboration

comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.”

## AC9E4LA03 · content_description

identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

## AC9E4LA03_E1 · illustrative_elaboration

identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose

## AC9E4LA03_E2 · illustrative_elaboration

understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports

## AC9E4LA03_E3 · illustrative_elaboration

recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life

## AC9E4LA03_E4 · illustrative_elaboration

recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose

## AC9E4LA04 · content_description

identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas

## AC9E4LA04_E1 · illustrative_elaboration

recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things

## AC9E4LA04_E2 · illustrative_elaboration

recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”

## AC9E4LA04_E3 · illustrative_elaboration

recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”

## AC9E4LA05 · content_description

identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout

## AC9E4LA05_E1 · illustrative_elaboration

investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose

## AC9E4LA05_E2 · illustrative_elaboration

comparing the features of texts on similar topics online

## AC9E4LA06 · content_description

understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

## AC9E4LA06_E1 · illustrative_elaboration

creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”

## AC9E4LA06_E2 · illustrative_elaboration

creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”

## AC9E4LA07 · content_description

investigate how quoted (direct) and reported (indirect) speech are used

## AC9E4LA07_E1 · illustrative_elaboration

investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts

## AC9E4LA08 · content_description

understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

## AC9E4LA08_E1 · illustrative_elaboration

investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”

## AC9E4LA09 · content_description

understand past, present and future tenses and their impact on meaning in a sentence

## AC9E4LA09_E1 · illustrative_elaboration

understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense

## AC9E4LA09_E2 · illustrative_elaboration

identifying the tense in texts they read

## AC9E4LA10 · content_description

explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts

## AC9E4LA10_E1 · illustrative_elaboration

examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response

## AC9E4LA11 · content_description

expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources

## AC9E4LA11_E1 · illustrative_elaboration

building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces

## AC9E4LA11_E2 · illustrative_elaboration

determining or clarifying the shades of meaning of synonyms and antonyms

## AC9E4LA11_E3 · illustrative_elaboration

using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers

## AC9E4LA12 · content_description

understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

## AC9E4LA12_E1 · illustrative_elaboration

identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts

## AC9E4LA12_E2 · illustrative_elaboration

using punctuated dialogue in own writing

## AC9E4LE01 · content_description

recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors

## AC9E4LE01_E1 · illustrative_elaboration

comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors

## AC9E4LE01_E2 · illustrative_elaboration

commenting on how literary texts set in different time periods present ideas about nature

## AC9E4LE01_E3 · illustrative_elaboration

discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors

## AC9E4LE01_E4 · illustrative_elaboration

recognising similar storylines and ideas in literature by First Nations Australian authors

## AC9E4LE02 · content_description

describe the effects of text structures and language features in literary texts when responding to and sharing opinions

## AC9E4LE02_E1 · illustrative_elaboration

sharing and discussing understanding of the effects of literary techniques on their appreciation of texts

## AC9E4LE02_E2 · illustrative_elaboration

sharing responses to texts using appropriate language to talk specifically about grammar and literature; for example, “The use of the noun groups to describe the character really helps to create images for the reader.”

## AC9E4LE02_E3 · illustrative_elaboration

using language appropriate to a text such as “flashback”, “tension” and “resolution” when sharing opinions about plot structure

## AC9E4LE03 · content_description

discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions

## AC9E4LE03_E1 · illustrative_elaboration

examining an author’s choice of language to describe a character’s appearance, behaviour and speech

## AC9E4LE03_E2 · illustrative_elaboration

discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities

## AC9E4LE03_E3 · illustrative_elaboration

identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences

## AC9E4LE03_E4 · illustrative_elaboration

identifying how illustrations contribute to the meaning of stories by First Nations Australian authors

## AC9E4LE04 · content_description

examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning

## AC9E4LE04_E1 · illustrative_elaboration

defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness

## AC9E4LE04_E2 · illustrative_elaboration

discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life

## AC9E4LE04_E3 · illustrative_elaboration

exploring emotive language in texts by First Nations Australian poets and authors

## AC9E4LE05 · content_description

create and edit literary texts by developing storylines, characters and settings

## AC9E4LE05_E1 · illustrative_elaboration

creating texts using a range of sentence types, including dialogue and literary devices

## AC9E4LE05_E2 · illustrative_elaboration

collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings

## AC9E4LY01 · content_description

compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events

## AC9E4LY01_E1 · illustrative_elaboration

viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events

## AC9E4LY01_E2 · illustrative_elaboration

comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology

## AC9E4LY02 · content_description

listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

## AC9E4LY02_E1 · illustrative_elaboration

making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

## AC9E4LY02_E2 · illustrative_elaboration

developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

## AC9E4LY03 · content_description

identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

## AC9E4LY03_E1 · illustrative_elaboration

identifying how authors use language to create imaginary worlds

## AC9E4LY03_E2 · illustrative_elaboration

identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts

## AC9E4LY03_E3 · illustrative_elaboration

identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic

## AC9E4LY04 · content_description

read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed

## AC9E4LY04_E1 · illustrative_elaboration

reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features

## AC9E4LY05 · content_description

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

## AC9E4LY05_E1 · illustrative_elaboration

making connections between information in print, images and sound

## AC9E4LY05_E2 · illustrative_elaboration

reading or listening for key topic-specific vocabulary words to build understanding

## AC9E4LY05_E3 · illustrative_elaboration

reading or listening to interpret the main idea and supporting ideas

## AC9E4LY05_E4 · illustrative_elaboration

identifying evidence and reasoning used by authors to support points or arguments

## AC9E4LY05_E5 · illustrative_elaboration

applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking

## AC9E4LY05_E6 · illustrative_elaboration

connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators

## AC9E4LY05_E7 · illustrative_elaboration

evaluating an author’s use of evidence to support arguments

## AC9E4LY06 · content_description

plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

## AC9E4LY06_E1 · illustrative_elaboration

using research to gather ideas for writing and integrating information from a range of sources which may include those found online

## AC9E4LY06_E2 · illustrative_elaboration

selecting text structure and planning how to group ideas into paragraphs to sequence content

## AC9E4LY06_E3 · illustrative_elaboration

using topic-specific, precise and varied vocabulary

## AC9E4LY06_E4 · illustrative_elaboration

using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose

## AC9E4LY06_E5 · illustrative_elaboration

revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text

## AC9E4LY07 · content_description

plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume

## AC9E4LY07_E1 · illustrative_elaboration

reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims

## AC9E4LY07_E2 · illustrative_elaboration

exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts

## AC9E4LY07_E3 · illustrative_elaboration

choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

## AC9E4LY07_E4 · illustrative_elaboration

rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience

## AC9E4LY08 · content_description

write words using clearly formed joined letters, with developing fluency and automaticity

## AC9E4LY09 · content_description

understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

## AC9E4LY09_E1 · illustrative_elaboration

recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal”

## AC9E4LY09_E2 · illustrative_elaboration

using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful”

## AC9E4LY10 · content_description

understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

## AC9E4LY10_E1 · illustrative_elaboration

applying generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries”

## AC9E4LY10_E2 · illustrative_elaboration

building morphemic word families and exploring word origins; for example, "tricycle", "tripod" and "triangle"

## AC9E4LY11 · content_description

read and write high-frequency words including homophones and know how to use context to identify correct spelling

## AC9E4LY11_E1 · illustrative_elaboration

recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.”

## acara-v9:achievement_standards:096f4fded0daaa38 · achievement_standard

By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.

## All28 content-description opportunity boundaries

### AC9E4LA01 · conditional
A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone.

### AC9E4LA02 · direct selected opportunity
Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope.

### AC9E4LA03 · direct selected opportunity
Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim.

### AC9E4LA04 · direct selected opportunity
Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching.

### AC9E4LA05 · conditional
Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence.

### AC9E4LA06 · direct selected opportunity
Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record.

### AC9E4LA07 · direct selected opportunity
Days43/48 and B compare exact direct quotations with faithful reported meaning; attribution/uncertainty retained, no compulsory tense-shift rule.

### AC9E4LA08 · conditional
An actual selected sentence can examine an adverb/prepositional phrase and its circumstance; no systematic phrase programme supplied.

### AC9E4LA09 · conditional
Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated.

### AC9E4LA10 · partial still-image opportunity
Days44/49 and C examine frame inclusion/exclusion, size/placement and plausible salience effect; moving-image composition remains separate.

### AC9E4LA11 · direct selected opportunity
Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues.

### AC9E4LA12 · selected added written opportunity
Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition.

### AC9E4LE01 · year breadth remains open
School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth.

### AC9E4LE02 · conditional limited original-fiction response
An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity.

### AC9E4LE03 · year breadth remains open
Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately.

### AC9E4LE04 · year breadth remains open
Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage.

### AC9E4LE05 · conditional optional composition
An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards.

### AC9E4LY01 · year breadth remains open
All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times.

### AC9E4LY02 · direct selected actual opportunity
Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience.

### AC9E4LY03 · direct selected opportunity
Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned.

### AC9E4LY04 · conditional actual independent reading
Select suitable actual texts and retain independent reading/re-reading/self-correction evidence; rich shared sources and adult reading do not demonstrate fluency.

### AC9E4LY05 · direct selected opportunity
Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed.

### AC9E4LY06 · direct selected actual composition opportunity
Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence.

### AC9E4LY07 · conditional actual rehearsal/delivery
A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance.

### AC9E4LY08 · separate actual word-skill opportunity
Joined handwriting fluency/automaticity requires explicit school teaching and actual independent handwritten evidence, not a scribed card.

### AC9E4LY09 · separate actual word-skill opportunity
Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme.

### AC9E4LY10 · separate actual word-skill opportunity
Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling.

### AC9E4LY11 · separate actual word-skill opportunity
High-frequency words/homophones/context choices need explicit teaching and actual independent evidence; no all-word mastery claim.

## All72 illustrative elaborations · examples rather than requirements

- acara-v9:learning_areas:AC9E4LA01_E1 · AC9E4LA01_E1 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA01_E2 · AC9E4LA01_E2 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA01_E3 · AC9E4LA01_E3 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA01_E4 · AC9E4LA01_E4 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA02_E1 · AC9E4LA02_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA02_E2 · AC9E4LA02_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA03_E1 · AC9E4LA03_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA03_E2 · AC9E4LA03_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA03_E3 · AC9E4LA03_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA03_E4 · AC9E4LA03_E4 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA04_E1 · AC9E4LA04_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA04_E2 · AC9E4LA04_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA04_E3 · AC9E4LA04_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA05_E1 · AC9E4LA05_E1 · conditional: exact full meaning retained above/native JSON. Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA05_E2 · AC9E4LA05_E2 · conditional: exact full meaning retained above/native JSON. Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA06_E1 · AC9E4LA06_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA06_E2 · AC9E4LA06_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA07_E1 · AC9E4LA07_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days43/48 and B compare exact direct quotations with faithful reported meaning; attribution/uncertainty retained, no compulsory tense-shift rule. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA08_E1 · AC9E4LA08_E1 · conditional: exact full meaning retained above/native JSON. An actual selected sentence can examine an adverb/prepositional phrase and its circumstance; no systematic phrase programme supplied. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA09_E1 · AC9E4LA09_E1 · conditional: exact full meaning retained above/native JSON. Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA09_E2 · AC9E4LA09_E2 · conditional: exact full meaning retained above/native JSON. Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA10_E1 · AC9E4LA10_E1 · partial still-image opportunity: exact full meaning retained above/native JSON. Days44/49 and C examine frame inclusion/exclusion, size/placement and plausible salience effect; moving-image composition remains separate. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA11_E1 · AC9E4LA11_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA11_E2 · AC9E4LA11_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA11_E3 · AC9E4LA11_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA12_E1 · AC9E4LA12_E1 · selected added written opportunity: exact full meaning retained above/native JSON. Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LA12_E2 · AC9E4LA12_E2 · selected added written opportunity: exact full meaning retained above/native JSON. Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE01_E1 · AC9E4LE01_E1 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE01_E2 · AC9E4LE01_E2 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE01_E3 · AC9E4LE01_E3 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE01_E4 · AC9E4LE01_E4 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE02_E1 · AC9E4LE02_E1 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE02_E2 · AC9E4LE02_E2 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE02_E3 · AC9E4LE02_E3 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE03_E1 · AC9E4LE03_E1 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE03_E2 · AC9E4LE03_E2 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE03_E3 · AC9E4LE03_E3 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE03_E4 · AC9E4LE03_E4 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE04_E1 · AC9E4LE04_E1 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE04_E2 · AC9E4LE04_E2 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE04_E3 · AC9E4LE04_E3 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE05_E1 · AC9E4LE05_E1 · conditional optional composition: exact full meaning retained above/native JSON. An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LE05_E2 · AC9E4LE05_E2 · conditional optional composition: exact full meaning retained above/native JSON. An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY01_E1 · AC9E4LY01_E1 · year breadth remains open: exact full meaning retained above/native JSON. All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY01_E2 · AC9E4LY01_E2 · year breadth remains open: exact full meaning retained above/native JSON. All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY02_E1 · AC9E4LY02_E1 · direct selected actual opportunity: exact full meaning retained above/native JSON. Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY02_E2 · AC9E4LY02_E2 · direct selected actual opportunity: exact full meaning retained above/native JSON. Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY03_E1 · AC9E4LY03_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY03_E2 · AC9E4LY03_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY03_E3 · AC9E4LY03_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY04_E1 · AC9E4LY04_E1 · conditional actual independent reading: exact full meaning retained above/native JSON. Select suitable actual texts and retain independent reading/re-reading/self-correction evidence; rich shared sources and adult reading do not demonstrate fluency. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E1 · AC9E4LY05_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E2 · AC9E4LY05_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E3 · AC9E4LY05_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E4 · AC9E4LY05_E4 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E5 · AC9E4LY05_E5 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E6 · AC9E4LY05_E6 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY05_E7 · AC9E4LY05_E7 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY06_E1 · AC9E4LY06_E1 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY06_E2 · AC9E4LY06_E2 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY06_E3 · AC9E4LY06_E3 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY06_E4 · AC9E4LY06_E4 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY06_E5 · AC9E4LY06_E5 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY07_E1 · AC9E4LY07_E1 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY07_E2 · AC9E4LY07_E2 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY07_E3 · AC9E4LY07_E3 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY07_E4 · AC9E4LY07_E4 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY09_E1 · AC9E4LY09_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY09_E2 · AC9E4LY09_E2 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY10_E1 · AC9E4LY10_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY10_E2 · AC9E4LY10_E2 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

- acara-v9:learning_areas:AC9E4LY11_E1 · AC9E4LY11_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. High-frequency words/homophones/context choices need explicit teaching and actual independent evidence; no all-word mastery claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim.

## Queensland use · whole primary indexed reading12October2026
[QCAA Year4 alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr4_as_cd_alignment.pdf), April2023, was read completely across4pages. [Standards elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr4.pdf), November2023, were read completely across6pages. [Years3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_yr3-4.pdf), October2023, were read completely across2pages. Complete reading is indexed-text evidence, not native PDF visual/print evidence. The original summaries and precise publication/check history are in PRIMARY-READING.json.

Question-specific original criteria support targeted feedback and next teaching. Year4’s official A–E folio judgement, with C at the expected achievement-standard level, remains a school judgement across actual taught opportunities; these32 components are not reporting bands. Extended responses/observed demonstrations may use written, spoken/signed or multimodal work and develop over lessons. Contextual suggested100–200words or1–2minutes are not a minimum on every short formative component. Keep actual independent reading, word skills, handwritten work, listening and delivered presentation evidence at their observed scope. Excluded footnoted glossary definitions were read to understand exceptions but are not copied, adapted or sublicensed.

## F01 · a real state fact, with a real boundary
The [Queensland Government recycling guide](https://www.qld.gov.au/environment/waste-reduction-recycling/recycling/five-materials-you-can-recycle) lists wrapping paper without glitter among paper/cardboard items for the yellow-lid bin. It also directs readers to their council for other items. Author successfully read the whole132-line primary page12October2026; page lastupdated6May2025. This is state category guidance, not proof about a particular glued/coated/contaminated/mixed-material classroom display, a school’s bin arrangement, a local collection service or an actual disposal.

Optional adult-reviewed reader extension: place that narrow provider statement beside this original pretend advertisement, “Every decorated display belongs in every yellow bin.” Invite an own careful reader sentence and a useful local question; keep provider fact and invented advertisement separately labelled. No physical disposal task. Fiction-only C19 remains complete if the provider cannot be reviewed. Child words start blank. Manual provider/title/link/section/date/place/narrowfact/unknown/rechecktrigger fields remain empty until an actual adult review.

The Rockhampton recycling page from Root’s starter and the library membership page opened by this author both failed direct reading403. Search/index snippets or another reader’s historical receipt are not this author’s current direct verification. Both stay held candidates and are not needed for the fictional lessons or assessments.

## Complete grants and exceptions
Original education ©NeuroForgeIO Pty Ltd2026, CC BY4.0: lessons, fiction, prompts, original criteria, home/projects, written narration, future visual briefs/alternatives and blank aids. Original code Apache2.0 with complete standard text and notice. The standard licence texts themselves retain their own notices; we do not claim to have authored them.

Covered ACARA core retains its complete five-paragraph attribution and29September2026 acquisition history in SOURCE-NOTICE, exact native metadata and raw cells. Adapted covered QCAA2023 assessment guidance is ©StateofQueensland(QCAA)2023 CC BY4.0 subject to document/copyright exceptions; no excluded glossary definitions, logos, student sample/photo/audio/video or provider media imported. The narrow F01 factual paraphrase retains ©StateofQueensland2026 attribution and the [current qld.gov.au copyright notice](https://www.qld.gov.au/legal/copyright), personally read in full12October2026. It excludes logos, trademarks, third-party material and separately licensed items. Source credit is not permission for a photograph, map, cultural expression or personal recording.

There is no verified First Nations language translation, cultural-authority claim, universal learner label or fixed learning-style allocation. Community-led permission, language authority and review would be required for later relevant materials; generic original fiction does not supply that role. Australian national/Queensland selected context is explicit; other states, countries, cultural literature, independent word skills and wider curriculum breadth remain separately reviewed work.