Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Target/codes: Ask what an intended first/next sequence can answer and separate it from actual use or equal duration; AC9HSFS01, AC9HSFS04 and AC9HSFS05 partial.
Settle/purpose · 3 min. This HASS source asks about a record; the integrated lesson separately teaches asking permission and mathematics separately teaches equal quantities.
Read source · 4 min. Read C: Neri's Story Day 1 plan says EVA FIRST → ION NEXT.
Model inquiry · 5 min. Say “C plans order, not how long each turn lasted.” On the mat, put C in TURN PLAN and leave LATER NOTE blank.
Child response · 7 min. Child states the intended order, asks whether it happened, and names what a later source would need to report. Broad pointing, AAC, drawing and adult direction work.
Check/respond · 4 min. Record plan vs unknown. If child infers equal time from first/next, ask where C gives minutes; it does not.
Exit · 2 min. Finish “C plans ___; it does not report ___.”