C-later · Staff evidence and individual next teachingYear 2 Science · T1 W9–10 · Teacher · Teacher / Cases / C later

Child invitation

Describe two distinct attributes without using one as the other.

Guided different context

Make a new pretend flag pair same height/different colour.

Id

N25

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 separate descriptive dimensions and identifies unspecified comparisons.

Ordinary possible model

Same colour can go with different drawn heights.

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 height/colour organiser; guide one flag classification, then child describes a third flag in two categories.
• 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

Garden tall versus green

Whole unrelated teaching account

A fictional plant drawing is tall/green; another short/green. Tall/short and colour are separate descriptive categories, not measured plant growth.

Child invitation

Help the sign reader compare “clear/clear” with the before “clearer” idea. Keep the difference between a broad word and a measured change.

Guided different context

Complete different fictional shelf-sign account. Before a reader story trial, the helper predicts the large-print version will be clearer than the small-print version. The after notes describe small print “clear” and large print “clear”. No reading-time, error-count or numerical clarity measure is supplied; no real reader trial occurred. Ask the child what the pair does and does not show about the predicted increase, then suggest a relevant further question.

Id

N26

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 repeated descriptors are treated as a precise measured result, show the empty measurement headings in this new account and ask what evidence is actually present. If the limit is clear, offer a fresh ordinary caption with a different qualitative pair and purpose, not a rehearsed held answer.

Observable next evidence

Child compares a prospective change prediction with two broad supplied after descriptions, keeps their condition pairing, and does not infer the predicted reduction/increase or measured equality from a repeated qualitative word.

Ordinary possible model

The before idea predicted steadier. Both after reports say steady, so those broad words do not show the predicted increase or a measured equality. We need clearer comparison evidence before saying the brace improved this job.

Teacher preparation

Use both complete accounts with separate before and two after cards. Keep bigger/smaller pictured print as design labels, not an access verdict. No loading a bridge, timing a child’s reading or public performance is required. Offer paper, sign, voice/AAC or exact helper scribing.

Teacher sequence

• Read the full bridge before prediction and both after reports. Ask what comparison was predicted, then preserve each report beside its condition.
• Model why steady/steady does not demonstrate steadier and does not establish measured equality. Keep the proposed evidence question open instead of declaring the brace useless.
• Read the full different sign account. Guide finding its before clearer idea, then pause while the child compares both broad clear reports and explains one measurement or description limit.
• Invite one question for a future accurate-sign record. Record actual source-qualified reasoning/support; choose another paired-description job if needed and leave the held soft/soft sound source untouched.

Title

Paired descriptions do not measure a change

Whole unrelated teaching account

Complete original fictional paper-bridge account. Before a gentle classroom-display story trial, the helper predicts adding a folded brace will make the bridge steadier than its unbraced version. The supplied after reports say unbraced “steady” and braced “steady”. No wobble scale, force, duration or numerical stability measurement is recorded. The broad repeated word does not show that the predicted increase occurred, and it does not prove equal measured stability. The purpose is an accurate bridge-display caption, not a strength recommendation.

Child invitation

Make a faithfully labelled table and explain unknown versus observed zero.

Guided different context

Arrange a new pretend stationery shop with pencil pictures and an uncounted eraser-picture envelope.

Id

N27

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 rows and unknown count state.

Ordinary possible model

The table has one count and one missing count, with different produce labels.

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 complete market rows; model one pairing. Guide pencil count, then child labels unopened envelope without guessing.
• 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

Market-table record integrity

Whole unrelated teaching account

A fictional market tally has apples three and lemons no tally supplied; unknown lemons must not become zero.

Child invitation

Ask a next question that helps the stated reader job.

Guided different context

Choose a new pretend restaurant turn card with one arrow versus an untested blank card.

Id

N28

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 question is tied to purpose and acknowledges the missing reader trial.

Ordinary possible model

One-turn note is purpose-relevant but audience usefulness remains open.

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 source-bounded choice and a stage-reader question; guide restaurant purpose, then child authors a different enquiry with no preset outcome.
• 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

Stage-prop next enquiry

Whole unrelated teaching account

A fictional stage needs a short paper flag cue. Supplied note says flagA has one turn and flagB untested; no real audience response supplied.