# Day 35 · Try a fresh water story

**Start:** “Read a new story. Show what its clues tell you.”

**Purpose:** Apply taught water-process meanings to fresh A/B sources and choose the next teaching need.

## Prepare

Read today's complete model and two contexts before the session. Paper, a pencil and the full written picture words are sufficient. Optional actual water work follows [ordinary preparation](../teacher/PREPARATION.html); the teacher chooses suitable familiar materials/instruments. Use today's three routes without assigning a fixed learning-style label.

## Run the session

1. Reconnect: offer the usual process word cards; confirm access needs and private/quiet response preference.

2. Model: rehearse the short unassessed Paint-water caption from C09 (the fictional art-room water dish); keep fresh A/B stories and worked answers closed until assessment use.

3. Try: give Fresh A as the new source and its four blank own-response prompts. Keep source visible; allow breaks and the usual communication support.

4. Compare: teacher checks each actual response against its small criterion and records assistance. Correct answers to supplied stories do not establish an actual investigation or instrument use.

5. Make: if helpful use Fresh B as a distinct condensation transfer task after a break or another sitting. It is not required for children already overloaded; date each actual response separately.

6. Exit: choose one next lesson action: revisit a state direction, refine a clue or move on. Use a later form only after the relevant teaching.

## Three ways in

### Source and blank sheet

Use the complete fresh source and four short prompts; draw or write answers privately on paper.

**Worked ordinary reasoning:** Own response starts empty. The adult uses the separate worked guide only after the attempt.

### Read, point, explain

Adult reads the same whole source and prompt neutrally; child points to process cards and dictates explanations without answer coaching.

**Worked ordinary reasoning:** Record the child's selected process and actual reason, plus what the helper read or moved.

### One question at a time

Use the digital source with one prompt shown at a time and a back route; retain source access and all prior work.

**Worked ordinary reasoning:** No automatic score or worked answer appears on the own-response page; unfinished prompts stay empty.

## Look and choose the next teaching

Actual fresh response per criterion, with source/support/date; no inferred mastery from completion clicks.

Teach the smallest identified need using C10 or the two-state cards, then offer an unrelated later story.

## Today's complete resources

[A06 · whole labelled picture](../aids/A06.svg) · [A06 · complete picture words](../aids/A06-alternative.html)

[A07 · whole labelled picture](../aids/A07.svg) · [A07 · complete picture words](../aids/A07-alternative.html)

[A08 · whole labelled picture](../aids/A08.svg) · [A08 · complete picture words](../aids/A08-alternative.html)

[A09 · whole labelled picture](../aids/A09.svg) · [A09 · complete picture words](../aids/A09-alternative.html)

[C09](../contexts/C09.html)

[C10](../contexts/C10.html)

[H05](../home/H05.html)

[X05](../projects/X05.html)

[Short child start](../child/day-35.html) · [Written read-aloud](../narration/day-35.html) · [Water Trail and paper](../interactive/index.html)

Partial opportunities: AC9S4U02, AC9S4I01, AC9S4I06 · [Full mapping and limits](../teacher/CURRICULUM.html)

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<summary>Grown-up help</summary>

Allow source access and neutral reading/support. Keep supplied story, child response, helper actions and actual observation distinct. Use component-specific criteria after the response, not a model answer before it. Suggested six-move timing 4/7/12/8/6/3 minutes may be split; there is no performance timer.

Modified from [Year 4 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf), [standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf) and [Years 3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, covered [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.

</details>