Next teaching · Shoe-repair pictures

Access

The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

Eligibility and help

Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

Id

NEXT01

Next decision

If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

Notice

Links PATCH to the supplied patch representation.

Try your own idea first

Point to what PATCH names.

Role

Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Teaching moves

1. Present the complete new shoe-repair pictures source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Point to what PATCH names. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: PATCH names the patch drawing, not a completed repair. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Title

Shoe-repair pictures

Complete source

A fresh imaginary repair board has a lace drawing named TIE and a patch drawing named PATCH. Its key states both relations. Nobody repairs a shoe.

Reasoning after an attempt

PATCH names the patch drawing, not a completed repair.