# B-first · Staff evidence and individual next teaching ## Complete neutral source Original fictional library play-scene notes. Job: a turn cue with a printed option for readers who want it. One gentle lid tap is described. ReporterP writes “soft tap”. ReporterQ writes “not sure what I heard”. Their locations are not recorded. A printed turn card is available but has not been tried by any reader in these notes. There is no voice recording, sound-level measurement or report of hearing ability. ## Components ### Accept other responses Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required. ### Exact component criterion PreservesP soft tap andQ unsure as separate attributed reports. ### Exact prompt Keep each reporter’s supplied words beside the correct reporter. ### Full individual next learning #### Child invitation Make two attributed reports without changing unsure into a wrong answer. #### Guided different context Offer new craft-cloth cards: helperX says smooth, helperY says unsure. Child reads/points to each exact account. #### Id N05 #### 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 keeps report identity and uncertainty instead of merging or ranking accounts. #### Ordinary possible model A’s word andB’s unsure belong to different reports; neither proves a diagnosis or a measured property. #### 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. - Read both garden accounts; model attribution, guide the cloth pairing, then child dictates a separate caption preserving both reports. - 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 Seed-tray report voices #### Whole unrelated teaching account A fictional garden note has growerA describing soil “crumbly” and growerB writing “not sure”; no photograph/measurement is supplied. ### Id B-first-1 ### Initial own value ### One possible staff response P: soft tap. Q: not sure what I heard. ### Staff focus I03/I06 source attribution reasoning ### Accept other responses Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required. ### Exact component criterion Identifies described difference and absent location/circumstance without diagnosing or ranking. ### Exact prompt What difference is supplied, and what circumstance is not known? ### Full individual next learning #### Child invitation Tell a reader what is known and what question remains before planning a whole pretend visit. #### Guided different context Make a new pretend museum visit card with an opening time supplied but no closing time. #### Id N06 #### 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 uses stated information and names an unresolved circumstance without inventing it. #### Ordinary possible model First time is known in the story; second remains not supplied. #### 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 known/unknown pockets with bus cards, guide museum opening/closing distinction and invite a child-authored enquiry. No live travel recommendation. - 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 Bus-stop timetable gap #### Whole unrelated teaching account A fictional play-town timetable lists one toy bus at09:00 and another with no time entered. It is not a current transport service. ### Id B-first-2 ### Initial own value ### One possible staff response P described soft; Q was unsure. Their positions are not supplied, and the notes do not tell why reports differ. ### Staff focus I05 different reports/unknown circumstances ### Accept other responses Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required. ### Exact component criterion Offers a relevant sound/printed/no-sound choice with reader trial/selection genuinely unresolved. ### Exact prompt Offer a choice for the stated turn-cue job. What reader response is still missing? ### Full individual next learning #### Child invitation Offer a reader choice and record only their actual preferred option if volunteered. #### Guided different context Build a new pretend toy-exhibit with a picture label or an exact spoken/pointed label selected by a willing helper. #### Id N07 #### 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 offers a choice respectfully and keeps imagined versus actual feedback distinct. #### Ordinary possible model Two choices can be offered; the notes do not prove either works for every visitor. #### 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 an invitation rather than an ability assumption. Rehearse the exhibit choice quietly and let the child ask a reader which route they want. - 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 Park-map reader choices #### Whole unrelated teaching account A fictional park map offers a large-text route card and a raised-line route drawing; no user trial occurred. ### Id B-first-3 ### Initial own value ### One possible staff response I would offer a printed turn card as well as an optional gentle cue; no reader has chosen or tried the card in these notes. ### Staff focus H01 purpose/options no sensory diagnosis ### Accept other responses Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required. ### Exact component criterion Purpose-linked further question and one planned similar circumstance; no invented measured condition or required actual trial. ### Exact prompt With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again. ### Full individual next learning #### Child invitation Ask a purpose-linked next question and suggest one condition to keep similar. #### Guided different context Use a new pretend apron test: same fabric drawing with two folds on same dry mat; no wearing result supplied. #### Id N08 #### 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 links question to chosen change and does not turn a plan into a result. #### Ordinary possible model The notes cannot answer a material-only floating question. #### 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 boat changes with source cards; guide apron change/similarity pair, then child asks a new question whose answer remains open. - 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 Paper-boat fair plans #### Whole unrelated teaching account A fictional boat display compares folded paperA on a dry table with plasticB on a wet table. Two factors change; no floating test was done. ### Id B-first-4 ### Initial own value ### One possible staff response Which cue does a willing reader want? If comparing the same event, keep the observer spot similar and record it. ### Staff focus I01/I05 guided question/similarity ## Delivery Read/display the exact whole neutral source and prompts, with one question at a time if wanted. Do not read criteria/worked/next accounts. Each own page has initial-closed same-page full neutral source disclosure and an external whole-source link; paper mat repeats this source identity and four exact prompts. ## Eligibility Staff records learning opportunity, familiarity with source, prior answer exposure, adult help/operation/scribing, mode, self-directed versus guided reasoning and whether actual practical evidence was offered. After coaching on this source, use it as teaching and arrange genuinely fresh later evidence. ## Exact four prompts - Keep each reporter’s supplied words beside the correct reporter. - What difference is supplied, and what circumstance is not known? - Offer a choice for the stated turn-cue job. What reader response is still missing? - With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again. ## First later First and later are eligible local evidence opportunities, not required timing or a numerical progress scale. Describing supplied outcomes does not demonstrate practical conducting; keep actual observations in a separate folio. ## Id B-first ## Own response values - - - - ## Role neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate ## Source kind original supplied fiction; any reference fact/model explicitly labelled ## Title Quiet library prop reports