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
NEXT20
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
Uses retained separate version rather than edit-as-destruction.
Try your own idea first
Does changing Second remove First? Show why.
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
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Present the complete new two drawing envelopes source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
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Ask: Does changing Second remove First? Show why. 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.
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After the attempt, show this worked reasoning: No; First remains separately kept unchanged. 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
Two drawing envelopes
Complete source
A new imaginary account keeps a complete farm-picture collection in First. A copied revised collection goes in Second. First remains separately kept unchanged.
Reasoning after an attempt
No; First remains separately kept unchanged.