C-first · Staff evidence and individual next teaching

Child invitation

Describe each outline with two separate labels and explain what changed.

Guided different context

Build two paper tower outlines with same drawn height and different widths.

Id

N09

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 two descriptive categories separate; no sound claim or physical measurement is inferred.

Ordinary possible model

Tall is not a substitute for wide.

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 tall/narrow with first source, guide same-height/different-width choice, then let child describe a new outline in their own mode.
• 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

Tower height and width

Whole unrelated teaching account

A fictional block tower is tall/narrow; another is short/wide. These words answer different shape questions.

Child invitation

Help the parcel-label reader ask what the unclear word means. You can name an unknown without guessing its category.

Guided different context

Complete different fictional parcel-label account. One drawing is described as “long”, another “heavy”; neither is a measured reading. A third drawing’s label says “neat”, with no definition or comparison. The reader wants a clear packing guide. Invite a question about what neat means here and what description would help; keep any new measurement or packing outcome open.

Id

N10

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 child guesses a category, reread only the full undefined label and ask where its definition is supplied. If they identify the gap, offer a different ordinary label-making job with a new ambiguity and a willing reader, keeping any reply distinct.

Observable next evidence

Child recognises an undefined description and asks a relevant clarification without forcing it into one of the provided attribute categories or inventing a result.

Ordinary possible model

P andQ name height/width descriptions. R’s word bold is not defined here; I would ask which feature and comparison the writer intended. I cannot choose tall or wide forR from this account.

Teacher preparation

Use the full museum and parcel accounts, big printed words and empty question space. Keep tall/wide and long/heavy as supplied descriptive categories, not measured equivalences. Offer pointing, spoken/signed/AAC or exact scribing; no actual parcel lifting or public feedback is required.

Teacher sequence

• Read the complete museum labels. Ask whatP andQ describe, then stop atR without supplying a definition for bold.
• Model an own clarification question, such as “Which feature and comparison did you mean by bold?” Explain that a missing definition is different from a recorded result or measured category.
• Read the complete different parcel account. Guide identifying the given long/heavy words, then let the child ask about neat in their own mode. Do not give the third parcel a size or mass.
• Invite the child to point to what is supplied and what their question would clarify. Record support and keep future information open. Return to a different unclear label if needed instead of revealing the held bright answer.

Title

Museum description needing clarification

Whole unrelated teaching account

Complete original fictional museum-label account. A paper display has labelP “tall outline” and labelQ “wide outline”. A third labelR says “bold”, with no definition, width, height or other comparison given. No new visitor response or physical measurement is supplied. The label-maker’s job is an accurate description for a reader, so they need to ask what the writer meant rather than force “bold” into tall or wide.

Child invitation

Create an accurate object/count table and state what the count represents.

Guided different context

Arrange a new pretend shop with three fruit drawings and one bread drawing in labelled baskets.

Id

N11

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 preserves pairing and explains count units as tokens/drawings, not performance quality.

Ordinary possible model

Two belongs to red and one to blue; total counts tokens in these notes.

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 each whole sports row; guide one basket count, then child pairs/counts the other basket and checks against actual drawings.
• 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

Sports-token record rows

Whole unrelated teaching account

A fictional scorekeeper has red-team two tokens and blue-team one token; these counts are story records, not actual sport results.

Child invitation

Choose a label for that pretend job and ask a next question before real use.

Guided different context

Use a new toy-book shelf sign asking for a short label; two label lengths are supplied as drawing boxes.

Id

N12

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 justifies a limited purpose choice and states what a real user trial would need.

Ordinary possible model

The sign gives a display job, not verified growing advice.

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 job/evidence/limit; guide label-box comparison, then child proposes a shelf-specific enquiry without claiming reader success.
• 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

Plant-label purpose query

Whole unrelated teaching account

A fictional nursery sign says potP is for a sunny pretend display; no plant needs or local climate facts are supplied.