# The giant moth comic · full staff component guide

Complete original fiction; no real participant, measurement, approval, local service or learner result

## Whole 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.”

## Eligibility and actual help

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.

Keep actual source exposure, prompt, mode/help, exact own words, interval and intervening teaching. Models are teaching examples, not pupil results or official bands. Select taught eligible components; keep own first words before criteria/models.

## 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.

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

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

### Complete unrelated next teaching

complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result

**Whole 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.

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

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.

[Complete next offer](../next/C-first-1.md)

## C-first-2

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

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

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

### Complete unrelated next teaching

complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result

**Whole 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.

**Worked reasoning:** One drawn tent and star appear in this invented frame; the image does not count every campsite.

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.

[Complete next offer](../next/C-first-2.md)

## C-first-3

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

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

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

### Complete unrelated next teaching

complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result

**Whole 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.

**Worked reasoning:** One paragraph identifies the pictured model; the other keeps flight performance open and suggests a future question.

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.

[Complete next offer](../next/C-first-3.md)

## 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.

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

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

### Complete unrelated next teaching

complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result

**Whole 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.

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

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.

[Complete next offer](../next/C-first-4.md)