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The cabinet close-up · full staff component guideYear 4 English · T1 W9–10 · Staff · Staff / C later

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

Whole 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.”

Eligibility and actual help

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.

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-later-1

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

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: The close frame shows a large sign and leaves other stalls outside, which may emphasise the sign without proving how every reader responds.

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.

Complete next offer

C-later-2

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

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: This frame shows one lid design; the source gives no total for other designs or box contents.

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.

Complete next offer

C-later-3

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

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: One paragraph identifies the model gate and label; the other prevents the drawing being mistaken for service information.

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.

Complete next offer

C-later-4

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: Changing COMPLETE COLLECTION to ONE DRAWN STAMP keeps a reader from treating the frame as the whole collection.

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.

Complete next offer