# N02 · Library return prediction and record

## Child invitation

Help a fruit-stall reader find the after card, then explain how it differs from the before idea. Leave the second envelope’s result open.

## Guided different context

Complete different fictional fruit-stall account: before opening a picture-envelope at10:00, the helper expected four drawn apples, using yesterday’s four-apple card as the clue. The10:05 after-opening card reports one drawn apple. A second envelope has no after card. Ask the child to choose which card shows what happened, then compare it with the earlier expectation; no actual food task is required.

## Id

N02

## 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 before and after still merge, reduce this new story to two labelled time cards and ask one question. If the after distinction is clear, offer a genuinely new ordinary before/after event later. These coached accounts are teaching, not untouched held evidence.

## Observable next evidence

Child identifies the supplied after report rather than the prospective expectation and can keep the missing second result unknown; record each actual distinction and help separately.

## Ordinary possible model

The08:50 three-book expectation is a before-opening prediction. The09:00 two-book entry is an after-opening report. It differs from that prediction; boxM’s missing count is still unknown rather than zero.

## Teacher preparation

Print/read the complete library and fruit-stall accounts and their separate before/after headings. Keep the ordinary model on the staff page until the first meaning question. Offer big cards, AAC, drawing, signing or verbatim scribing with read-back; use no food, photos or sound.

## Teacher sequence

- Read all library times and counts. Ask which statement was made before the box opened and which is an after report; keep the unseenM count blank.
- Model the three-versus-two distinction with separate time-labelled cards. Explain why the previous return record can be a prediction clue without guaranteeing the next count.
- Read the whole different fruit-stall account. Guide the first time label, then pause while the child chooses the actual supplied after card and compares it with four predicted apples; never insert your model into their own record.
- Ask what remains unknown about the second envelope and note the child’s exact source-qualified distinction, mode and support. Choose another unrelated before/after job if needed; do not rehearse the held tap/rub key.

## Title

Library return prediction and record

## Whole unrelated teaching account

Complete original fictional library account. At08:50, before the return box was opened, the helper predicted boxL would contain three returned books because the previous displayed return record had three. At09:00 the supplied after-opening record says boxL contained two books. BoxM has no count recorded. These are supplied story records, not a real library event or the child’s own prior prediction. The purpose is to make a label that separates what was expected from what was reported.