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The paperworks room · full staff component guideYear 4 English · T1 W9–10 · Staff · Staff / D first

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

Whole 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.

Eligibility and actual help

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.

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.

D-first-1

Exact prompt: Explain the different job of each source.

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: The plan defines the first-scene symbol; the record supplies one explained naming event, not a completed performance.

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.

Complete next offer

D-first-2

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

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

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

Complete unrelated next teaching

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

Whole 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.

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

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.

Complete next offer

D-first-3

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

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

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

Complete unrelated next teaching

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

Whole 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.

Worked reasoning: Could a reader find the small caption without a pointer? targets a precise missing reader task.

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.

Complete next offer

D-first-4

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

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

Worked response: 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 teaching

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

Whole 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.

Worked reasoning: The guide defines the model symbol and the story records one demonstrated finding. Independent use remains a useful question.

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.

Complete next offer