A-later · Staff evidence and individual next teaching

Child invitation

Make an action catalogue that preserves which note belongs to which action.

Guided different context

Child directs a new safe paper crease and paper slide, or works with supplied exact notes, keeping modes named.

Id

N17

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child compares variety with exact action-result provenance rather than assuming sound behaviour.

Ordinary possible model

Different actions have different supplied notes; object/action/result must stay paired.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Model first workshop row, guide one new row with a helper, then child assembles the other and checks full source/actual event.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Workshop action catalogue

Whole unrelated teaching account

A fictional craft workshop has paper fold—two corners meet; card slide—stops by edge. These are supplied material/motion descriptions.

Child invitation

Make a three-lane kit record: requested, predicted before, reported afterwards. Explain one comparison without turning a request into evidence.

Guided different context

Complete different fictional craft-kit account. A maker asks for three drawn buttons. Before a packet is filled, the helper predicts three buttons because an earlier packet card showed three. The later fill record shows two buttons. No later record exists for a second packet. Ask the child to compare the explicit before expectation and after record while keeping the request separate. Use paper pictures only.

Id

N18

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If wishes and predictions blur, return to the time-labelled expectation and separate request in this new account, then ask one outcome question. If comparison is clear, choose a fresh ordinary event with another prediction/record pair; no annual or independent transfer judgement follows automatically.

Observable next evidence

Child compares an explicit prospective prediction with the supplied after record, states the difference within that story, and keeps desire/request distinct from both prediction and observation.

Ordinary possible model

The helper predicted two before packing, using earlier two-roll records. The after record shows one, so this supplied result differs from that expectation. The request for two is a wish, not itself a prediction or proof of packing. The second tray remains unknown.

Teacher preparation

Prepare the complete bakery/kit accounts and three large time/purpose lanes, not food or loose buttons. Keep staff model separate until initial response. Offer drawings, signing, AAC or helper read-back; label supplied fiction and actual support.

Teacher sequence

• Read the bakery request, explicit timed expectation and after entry. Ask when each was stated and which one gives the reported outcome.
• Model the two-predicted versus one-reported comparison, then show why the customer’s wish is not the prediction’s evidence or an observed result.
• Read the whole different kit account. Guide one lane heading, then allow the child to place or direct three statements, compare three predicted with two reported and leave the second packet unknown.
• Ask for the child’s reason and missing result; record exact words, source and support. Offer a new unrelated prediction comparison later if needed, not coached repetition of the held same-report sound task.

Title

Bakery expectation versus packing record

Whole unrelated teaching account

Complete original fictional bakery account. A customer requests two drawn rolls. Before packing at11:00, the helper predicts the tray will contain two rolls because the last two pictured orders each had two. After packing at11:05, the supplied record shows only one roll on this tray. A second tray has no packing record. The customer’s request, helper’s prediction and after record are different statements; no real food order or customer event occurred.

Child invitation

Choose what could help the costume reader find the return table. Give one supplied clue and keep the real reader trial open.

Guided different context

Complete different fictional rehearsal notice. The job is to help a costume-display reader find the return table. SignA has a labelled arrow toward the table on a plan; supplied helper note says it points to that drawn table. SignB has a swirl and no location note. No real display reader has used either sign. Invite a choice for that job, its exact clue and an untried-reader statement.

Id

N19

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the response is only decorative preference, return to the complete named job and ask which supplied clue relates to it. If the job/clue/limit chain is clear, offer another ordinary reader product with a different purpose; avoid rehearsing the held longer-cue answer.

Observable next evidence

Child links a choice to a named useful reader job and a relevant supplied clue, and identifies actual reader use as untried rather than guaranteed.

Ordinary possible model

I could offerP for finding the next stop because the supplied note links its arrow to locating the drawn stop. Our actual game reader has not tried it; a different source-faithful option or an open choice is legitimate with its own relevant clue and limit.

Teacher preparation

Read/print the complete map and rehearsal accounts with two large option cards for each. The arrow is a plan drawing, not a visited place or universal access guarantee. Offer seated card placement, voice/sign/AAC or exact scribing; sharing with a real reader is optional and separately consented.

Teacher sequence

• Read the entire treasure job, both alternatives and the supplied note. Ask what the reader needs before discussing your own preferred choice.
• Model a purpose-linkedP choice with its exact locating clue and the untried reader boundary. Explain that a decorative preference can be expressed but does not establish the locating job.
• Read the different rehearsal account. Guide naming its return-table purpose, then let the child choose a sign or a faithful open choice, cite a relevant source clue and leave actual use unresolved.
• Ask what a willing real reader could later help check, without pretending they already used it. Record the child’s choice/reason/limit and any help; choose a fresh job if the source link still needs teaching.

Title

Treasure-path choice for a reader job

Whole unrelated teaching account

Complete original fictional treasure-map account. The job is to help a reader find the next stop on a paper trail. OptionP is a large arrow drawing; supplied note says a helper located the drawn next stop using that arrow on the plan. OptionQ is a decorative star with no pointing direction and no locating report. No actual treasure-game reader has tried either option. The clue is about the supplied arrow/plan event, not proof of success for a new reader.

Child invitation

Name one planned change, one similarity and a useful further question.

Guided different context

Design a new pretend museum-label comparison changing font size while keeping text/position same; no real user result yet.

Id

N20

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child recognises multi-change limits and asks a purpose-linked next question.

Ordinary possible model

The plan cannot isolate colour preference.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• List cover changes, model a question-matched revision, then guide child to design the label plan and leave actual feedback blank.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Book-cover trial fairness

Whole unrelated teaching account

A fictional reader trial compares red cover at large size with blue cover at tiny size. Colour and size both change; preferences are not supplied.