Question: Does the large number on a poster tell the whole story? Kit: Source A poster and Source B sheet; source audit. 35 = 3 launch + 7 model + 12 inquiry + 8 revise + 5 exit.
- 0–3 launch: Display A without reading B. Ask learners to state only what they notice: the headline number, the small condition and who made it. Accept a pointing response.
- 3–10 model: Read the poster's “18 upright at closing” alongside “6 after a removable tab”. Say: “The poster is made by the team asking for another trial. That purpose may explain the large heading. It does not make the count false; it tells me to read the condition.” Model
claim → exact source phrase → missing question. - 10–22 inquiry: Pairs mark A's origin, intended reader, purpose and one selection. They consult B and distinguish the 12 unchanged signs from all 18 upright at closing. Ask whether A and B are independent; both come from the same team.
- 22–30 revise: Learners replace “18 reliable signs” with “18 upright at closing, 6 only after tabs” and write one question about repeat testing. Routes: annotate the printed poster; arrange tactile/text strips
maker/purpose/count/limit; dictate or sign a two-sentence comparison while an adult records the exact wording. Each route must include origin and the limiting detail. - 30–35 exit: Ask: “What was the poster made to do, and which detail prevents a bigger claim?” Response move: if a learner calls any promotional source a lie, separate purpose from accuracy; if they trust A as independent of B, draw a single line from both to the same team.
Another domain: Substitute an invented museum table label or game instructions poster with the same A/B provenance; keep the numerical conditions attached. Home invitation: ask how a title guides attention in any freely available, nonpersonal text; no photo or upload.