# STAFF: eight complete first/later assessment and individual teaching chains ## Id A-first ## Title Parcel-stage fold card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional parcel-stage account. The maker needs a bendable display card for a curved sign, not a real food wrapper. PackageK names aluminium foil. Supplied observation at the story table: K has a visible fold and can be bent into the drawn curve. F1 describes bauxite as a common ore in the industrial aluminium-making route and thin rolled foil as a use of aluminium. No ore processing was observed at this table, no mine/manufacturer is named, and the sign has not been tried outdoors or by an actual parcel reader. A separate unlabelled shiny drawingJ gives no material identity. The maker wants a useful resource/property/job note and a new question. ## Exact four prompts - Name one supplied property of K and the source that links its named material to an Earth resource. - Separate what the story-table observer recorded from what F1 describes. - For the curved-sign job, offer a choice using a clue and say what remains untried. - Ask one useful new question for the maker, leaving its result open. ## Own values - - - - ## Components ### Exact prompt Name one supplied property of K and the source that links its named material to an Earth resource. ### Exact criterion One supplied fold/bending property of K, plus F1 as source linking aluminium with bauxite. No real ore identification or mine name required. ### One staff possible response K has a supplied visible fold/bending record. F1 links its named aluminium to the bauxite making route. ### Initial own value ### Full unrelated next lesson #### Id N01 #### Title Fabric-display label trail #### Whole unrelated source Fictional costume drawing has labelP “cotton fabric” and a supplied note “folded edge”. The origin card in this story says cotton fibre is used in making this fabric; no farm name is supplied. A shiny trimQ has no material label. #### Ordinary staff possible model P’s folded edge is a supplied property; the origin card supplies its cotton-fibre link, not a farm observation. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the separate Property and Source-link headings usingP, then leaveQ’s origin unknown. Explain that a visible fold does not establish the material identity. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Complete different fictional basket display. LabelR says paper; the supplied property note says curved handle. The entire invented making card reads: “R: paper. In this story, R’s paper making-source is wood fibre. No forest, mill or maker place is named.” Ask the child to separate the supplied handle property from this named making-card link. The card is fictional source evidence, not the child’s observed making process or a verified origin for their own paper. No real basket strength trial exists. #### Child invitation Give the basket reader one property and one supplied making-source link. #### Observable evidence Child separates a supplied property from its resource-source attribution without inventing an origin place. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-1 ### Exact prompt Separate what the story-table observer recorded from what F1 describes. ### Exact criterion Observed/supplied fold or bending record distinguished from provider industrial route; source observation is not child observation. ### One staff possible response The fictional observer recorded K’s fold/bend; F1 describes industrial making, which was not observed at this table. ### Initial own value ### Full unrelated next lesson #### Id N02 #### Title Bakery-board source and event #### Whole unrelated source Fictional bakery drawing: the observer’s note says “paper menu folded”. A separate reference card says the story bakery uses written menus to list items. No food preparation was observed. #### Ordinary staff possible model The fold is the supplied observer note; the separate reference is not an observed baking event. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model two evidence lanes, Observer note and Separate reference, and keep unobserved baking off both outcome lanes. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional rehearsal board: observer note says the sign was placed beside a door; a separate story guide says signs can carry directions. No audience use is recorded. Ask which statement was a particular note and which was general information. #### Child invitation Help a rehearsal reader keep the placed-sign note apart from the general guide. #### Observable evidence Child distinguishes particular supplied observation and reference knowledge and leaves the missing audience event open. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-2 ### Exact prompt For the curved-sign job, offer a choice using a clue and say what remains untried. ### Exact criterion Relevant K or source-faithful open choice linked to supplied bend/curve clue, with outdoor/actual-reader trial open. No blanket best-material claim. ### One staff possible response I could try K for the curve because its supplied record bends into it; outdoors and the real reader trial remain untried. ### Initial own value ### Full unrelated next lesson #### Id N03 #### Title Map-pocket reader choice #### Whole unrelated source Fictional walking-map plan needs a wide label for a drawn route. OptionP is a wide paper panel with a supplied note that all route words fit; optionQ is a narrow panel with no fit record. No actual walker has used either. #### Ordinary staff possible model P has a source clue relevant to the label job; the actual walker trial remains open. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Name the reader job first, then modelP’s exact fit clue and the untried-use limit rather than judging its colour. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-library plan needs room for three drawn toy names. CardM’s supplied layout fits them; N’s layout is not supplied. No real borrower use is recorded. Invite a choice, supporting clue and untried-user boundary. #### Child invitation Choose a label for the toy-library reader using one clue and one open trial. #### Observable evidence Child links a choice to a named job and exact source clue while preserving untried actual use. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-3 ### Exact prompt Ask one useful new question for the maker, leaving its result open. ### Exact criterion Own question relates to material/source/curved-sign purpose; no new action or result demanded. ### One staff possible response Which further record would help us know whether this sign stands outdoors? That result is not supplied. ### Initial own value ### Full unrelated next lesson #### Id N04 #### Title Game-instruction open enquiry #### Whole unrelated source Fictional game booth needs a start instruction; a draft card exists but no players have used it. The owner wants to improve its usefulness. #### Ordinary staff possible model Which instruction would a willing player look for first? No use result is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a purpose-linked question about the start job and leave a response blank, rather than declaring players understood. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft display has a return-box label and no visitor replies. The owner wants readers to find the box. Invite a related further question; do not require a test or predict success. #### Child invitation Ask something that would help the return-box reader, and keep the reply open. #### Observable evidence Child gives a purpose-linked open question rather than an invented user outcome or mandatory action. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id B-first ## Title Tree-pot viewing card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional tree-pot viewing account. A sealed display sketch P shows brown particles, two leaf pieces and spaces. Its picture window shows no visible animal; organism identity/count, nutrients, water movement and plant growth are not measured. F3 describes soil roles in supporting plants, providing habitat and regulating water. That general account is not a result from this display or proof that a particular pot cleans drinking water. The visitor’s job is to understand two useful soil roles and a view-level limit. A possible later observation plan would keep the sealed display closed, use the same view/window and record visible features; no observation has yet been conducted by the child. ## Exact four prompts - Name two visible features supplied in P, without adding an unseen organism. - Use F3 to describe one soil role and say what P does not establish about that role. - What local organism or water result remains unknown in this account? - With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison. ## Own values - - - - ## Components ### Exact prompt Name two visible features supplied in P, without adding an unseen organism. ### Exact criterion Two of particles, leaf pieces, spaces from supplied view; no unseen organism/count invented. ### One staff possible response The supplied sketch shows particles and two leaf pieces; it gives no visible animal. ### Initial own value ### Full unrelated next lesson #### Id N05 #### Title Transport-display visible features #### Whole unrelated source Fictional bus-stop model drawing shows a rectangular sign, two seats and an empty area behind a panel. No people or hidden timetable are visible. #### Ordinary staff possible model The sign and seats are supplied visible features; the hidden area gives no passenger count. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model selecting two visible features and marking the concealed area unknown, avoiding a story invented behind the panel. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-window drawing shows a round clock and a shelf with three paper outlines; the lower cupboard is closed. Invite two visible features without adding hidden stock. #### Child invitation Give two actual supplied view features for the shop-window reader. #### Observable evidence Child names supplied visible features and does not populate an unseen area from imagination. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-1 ### Exact prompt Use F3 to describe one soil role and say what P does not establish about that role. ### Exact criterion One accurate F3 role with corresponding specimen-level organism/water/growth unknown. General habitat role not disproved by no visible animal. ### One staff possible response F3 describes habitat; P does not establish which organisms live in this pot. ### Initial own value ### Full unrelated next lesson #### Id N06 #### Title General storage role and particular cupboard #### Whole unrelated source Fictional information card says this story’s cupboards can store drawing supplies. A particular closed cupboard drawing gives no contents. The artist wants a useful label. #### Ordinary staff possible model The source supplies a general storage role; this closed drawing does not show its actual contents. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Source role versus Particular evidence and explain why a closed view is not proof that the role is impossible. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional theatre reference says stages can host performances; its empty stage drawing has no performance record. Ask for the source role and what this particular view does not establish. #### Child invitation Help the theatre reader name a role and a view-level limit. #### Observable evidence Child separates a general source role from an unsupported particular outcome or contents claim. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-2 ### Exact prompt What local organism or water result remains unknown in this account? ### Exact criterion One stated local organism identity/count or water movement/safety result unknown; no claim of no habitat or safe water. ### One staff possible response No organism identity/count or local water movement result is supplied. ### Initial own value ### Full unrelated next lesson #### Id N07 #### Title Museum record with missing details #### Whole unrelated source Fictional museum crate record says three display cards arrived but gives no material label or sender location. A visitor asks where the cards were made. #### Ordinary staff possible model The count is supplied; maker location and material remain unknown. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the known count separately from missing details; explain missing is neither zero nor a guessed place. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional library parcel record gives one package but no contents or departure town. Invite a supported known fact and one genuinely missing detail for a reader. #### Child invitation Mark one detail the library parcel account does not supply. #### Observable evidence Child recognises a source-specific missing detail without filling it by guess or treating missing as none. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-3 ### Exact prompt With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison. ### Exact criterion One relevant sealed/safe viewing-record step and one relevant same window/view condition; plan only, no actual conduct required. ### One staff possible response Keep the display closed, record visible features through the same window; keep the viewing area similar. ### Initial own value ### Full unrelated next lesson #### Id N08 #### Title Noticeboard comparison plan #### Whole unrelated source Fictional noticeboard plan asks whether larger title letters help locate a heading. Two same-size paper layouts are available; no reader trial exists. The safe plan uses paper on a clear desk. #### Ordinary staff possible model For the proposed comparison, change title-letter size and keep layout/view distance similar; no reader outcome is yet known. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Use the supplied scaffold Question, Step, Similarity, Stop and label every entry as proposed rather than performed. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional postcard plan asks about border width on a paper display. Keep card size and viewing spot similar, change only the border and use a clear desk; no effect on readers is supplied. Invite one safe proposed step and one similarity. #### Child invitation Plan one paper-viewing step and a relevant similarity for the postcard job. #### Observable evidence Child proposes a relevant safe step and matching condition without claiming an investigation already happened. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id C-first ## Title Display ledge diagram ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional display-ledge diagram account. Drawn labelled bases M and N use a printed centimetre scale from zero with equal1cm intervals. M spans0–3cm; N spans0–5cm. Those are supplied diagram readings, not dimensions of real rocks or the child’s own ruler measurements. The diagram records no prior prediction. Its display-reader job is to compare these two drawn bases accurately. A separate new plain-paper measuring plan could ask which chosen paper base is longer, use a familiar centimetre ruler with zero aligned and the same base direction, and keep an actual prediction before its own measurement. No new paper result is supplied. ## Exact four prompts - Compare the two supplied drawn base lengths with their unit and a real-object limit. - Is a before-measurement prediction supplied here? Explain using the account. - Make two matching record rows for M and N with supplied base length and source/unit. - With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open. ## Own values - - - - ## Components ### Exact prompt Compare the two supplied drawn base lengths with their unit and a real-object limit. ### Exact criterion M3cm/N5cm comparison, N longer by2cm or equivalent faithful relation, diagram-only limit; no actual rock/ruler operation credit. ### One staff possible response N’s supplied drawn base is5cm and M’s3cm, so N is2cm longer in this diagram; real-rock dimensions are not measured. ### Initial own value ### Full unrelated next lesson #### Id N09 #### Title Parcel drawing scale #### Whole unrelated source Fictional parcel diagram gives baseA2cm and baseB4cm on a labelled scale. It records drawings, not actual parcels, mass or strength. #### Ordinary staff possible model B’s drawn base is2cm longer; this does not measure actual parcels. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model units and difference on supplied drawings and attach the diagram-only caption before discussing other properties. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-tile drawing gives widthP6cm and Q8cm. These are supplied drawing labels; no actual tiles were measured. Invite the width relation and a real-object boundary. #### Child invitation Give the shop reader a labelled drawing comparison and limit. #### Observable evidence Child compares the supplied quantities with units and avoids transferring them to actual objects or unrelated properties. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-1 ### Exact prompt Is a before-measurement prediction supplied here? Explain using the account. ### Exact criterion No prior prediction recorded; supplied retrospective readings not mislabelled as child's prior prediction. ### One staff possible response No before prediction is supplied; the diagram lengths are already recorded. ### Initial own value ### Full unrelated next lesson #### Id N10 #### Title Finished delivery record and missing prediction #### Whole unrelated source Fictional courier notebook says a paper parcel was placed on shelf2 at14:00. It contains no earlier prediction or intended stopping shelf. The owner wants an honest event caption. #### Ordinary staff possible model The after placement is recorded; no prior prediction is available to compare. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a retrospective record and a separate empty Before prediction lane. Do not convert a known result into a past expectation. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft notebook reports a folded card stood after the trial, but contains no before idea. Invite the child to identify the report and whether a prospective prediction exists. #### Child invitation Tell the craft reader whether the before idea is actually supplied. #### Observable evidence Child separates retrospective outcome from an absent prior prediction and does not invent a comparison. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-2 ### Exact prompt Make two matching record rows for M and N with supplied base length and source/unit. ### Exact criterion Two faithful M3cm/N5cm diagram rows with source/unit; table/drawing/AAC/exact dictation valid. ### One staff possible response M—supplied diagram base3cm; N—supplied diagram base5cm. ### Initial own value ### Full unrelated next lesson #### Id N11 #### Title Sports-display data pairing #### Whole unrelated source Fictional sports poster notebook records TeamP2paper pennants and TeamQ4paper pennants. It does not record actual match scores. #### Ordinary staff possible model P pairs with2pennants, Q with4pennants; these are display-item counts. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a Team/Display-count table with units and source, keeping its numbers out of a Match score heading. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art-display notebook lists PanelR3drawn circles and PanelS1drawn circle. No visitor preferences are recorded. Invite two faithfully paired panel/count rows with their source. #### Child invitation Make two source-labelled art rows without turning counts into votes. #### Observable evidence Child retains label/value/quantity/source pairing in a representation; absent different quantities are not invented. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-3 ### Exact prompt With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open. ### Exact criterion Relevant familiar-cm-ruler zero/endpoint/unit step for actual paper plan, no performed measurement/result demanded. ### One staff possible response Align ruler zero with the chosen paper base, read its endpoint in centimetres and record it if actually measured; no new result yet. ### Initial own value ### Full unrelated next lesson #### Id N12 #### Title Paper-window measuring plan #### Whole unrelated source Fictional model-shop job needs a paper-window width record. No width result is supplied. A familiar cm ruler and a clear table are proposed. #### Ordinary staff possible model Align zero at one width edge, read the other endpoint and record cm only after actually measuring. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the proposed zero/endpoint procedure using a blank diagram with no invented length. Distinguish a demonstrated step from a obtained result. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional card-holder job needs a paper-card height. No height value exists. Invite one suitable zero/endpoint/unit step for a familiar ruler and keep the new outcome empty. #### Child invitation Give a paper-card measuring step, not a made-up height. #### Observable evidence Child proposes a relevant instrument-reading procedure and preserves the unperformed result boundary. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id D-first ## Title Garden-monitor planning card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional garden-monitor planning account. The plan’s invented legend says triangle = review the water plan now; circle = review already logged. At09:00 trayP shows triangle; trayQ shows circle. The next record at10:00 is empty. The plan is to check the written water record when triangle appears; neither symbol measures water content or proves irrigation success. F4 separately describes CSIRO research using soil-water information to support farmer decisions, on a page last updated16November2022. No CSIRO sensor, real garden outcome or actual child measurement appears here. Fictional readerR says “Pneeds a review”; fictional readerS says “all future work is complete”. Those are story views, not real peer opinions. Job: explain a present record and a useful next evidence question. ## Exact four prompts - Use one supplied symbol/record to explain the plan’s current decision, without inventing later success. - Separate F4’s general provider example from the fictional monitor card. - Compare the two fictional reader views with the supplied record and keep their status clear. - Ask a further evidence question for the plan reader, leaving its actual result open. ## Own values - - - - ## Components ### Exact prompt Use one supplied symbol/record to explain the plan’s current decision, without inventing later success. ### Exact criterion One exact legend+tray record linked to review/already-logged plan; future outcome unknown. ### One staff possible response P’s triangle at09:00 means review the plan now under this fictional legend; the10:00 result is empty. ### Initial own value ### Full unrelated next lesson #### Id N13 #### Title Library-log decision trail #### Whole unrelated source Fictional book-display legend says star = label needs review, square = review logged. At12:00 shelfL shows star, shelfM square;12:30 is blank. #### Ordinary staff possible model L’s star supports reviewing its label under this code; later completion is not supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the exact legend→entry→plan link and keep later work separate from present decision. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-shelf code says stripe = sort plan needs review, dot = review logged. BoxA’s present entry is stripe; later entry is blank. Invite the child to explain its current plan decision and later limit. #### Child invitation Give a craft-shelf decision with the actual supplied code and an open result. #### Observable evidence Child links particular coded data to the supplied explanation/need while preserving missing future performance. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-1 ### Exact prompt Separate F4’s general provider example from the fictional monitor card. ### Exact criterion CSIRO general research example and invented present tray code distinguished; no actual sensor/readings claimed. ### One staff possible response F4 describes provider research; our triangle/circle card is invented and is not CSIRO’s sensor or data. ### Initial own value ### Full unrelated next lesson #### Id N14 #### Title General route information and a toy map #### Whole unrelated source Fictional transport reference card says the story’s maps can help plan routes. A separate toy-map drawing has an invented path; no actual journey is recorded. #### Ordinary staff possible model The reference gives a general planning role; the toy map does not prove a journey happened. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Provider/story reference versus Supplied model lanes, preserving which information comes from each. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional theatre guide says written cues can organise a show. A paper scene-plan drawing has no performed-show record. Ask the child to separate general guide information and this model’s evidence. #### Child invitation Help a theatre reader distinguish guide knowledge from the paper plan. #### Observable evidence Child keeps reference knowledge, model and particular event levels distinct. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-2 ### Exact prompt Compare the two fictional reader views with the supplied record and keep their status clear. ### Exact criterion R's presentP review view grounded; S's future-complete view unsupported by emptynext record; fictional readers not actualpeer comparison. ### One staff possible response R fits P’s present triangle. S’s future-complete claim is unsupported because10:00 is empty; both readers are fictional. ### Initial own value ### Full unrelated next lesson #### Id N15 #### Title Festival-record two viewpoints #### Whole unrelated source Fictional festival notebook reports one sign placed; tomorrow’s visitor-use row is blank. Story readerA says a sign was placed; readerB says all visitors found the booth. #### Ordinary staff possible model A matches the placement record; B invents visitor success from an empty row. These are fictional views. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model comparison by tracing each view to the complete supplied notebook and naming the empty audience evidence. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-library notebook says one card printed, actual borrower-use entry blank. Story readersM says printed and N says every borrower understood it. Invite the child to compare both views with source and retain their fiction status. #### Child invitation Compare the toy-library views without inventing borrower feedback. #### Observable evidence Child compares supplied views to evidence, preserves source limits and does not claim a real peer interaction. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-3 ### Exact prompt Ask a further evidence question for the plan reader, leaving its actual result open. ### Exact criterion Purpose-linked new monitoring/record/review question, actual result open; no real experiment or success required. ### One staff possible response What would the next record show about whether the written-plan review was logged? That result is not supplied. ### Initial own value ### Full unrelated next lesson #### Id N16 #### Title Parcel-guide next enquiry #### Whole unrelated source Fictional parcel display has a packing instruction but no user trials. Its maker wants to learn whether the order is clear. #### Ordinary staff possible model Which step would a willing user find first? No reply or successful use exists. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a next question tied to the instruction job without filling the answer or forcing participation. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional puzzle display has a start arrow but no reader feedback. Invite one useful question for its guide, with optional imagined reader clearly labelled imagined. #### Child invitation Ask a useful puzzle-guide question and leave the reply open. #### Observable evidence Child gives a purpose-linked question while preserving actual-feedback and future-result gaps. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id A-later ## Title Festival repair-label source ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional festival repair-display account. A wire-loop drawingL has a copper label; the story observer records it as coiled with two visible ends. F2 describes copper’s electrical conduction and its use in wiring. No conductivity test or powered circuit is present. The reader job is a factual wire-display explanation, not instructions to repair electricity. Another objectM has no material label. No mine, manufacturer, real repair-reader feedback or performance result is supplied. The maker wants to keep observed form, provider property/use and an open question separate. ## Exact four prompts - Name one supplied visible property of L and one provider-supported property/use link. - Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test. - Give a source-qualified message for the factual-display reader using a relevant clue and a limit. - Ask one purpose-linked new question whose actual answer is not supplied. ## Own values - - - - ## Components ### Exact prompt Name one supplied visible property of L and one provider-supported property/use link. ### Exact criterion Coiled/twoends supplied property plus F2 conduction/wiringlink; no real measurement or electrical repair required. ### One staff possible response L is coiled in the supplied view; F2 links copper conduction to wiring. ### Initial own value ### Full unrelated next lesson #### Id N17 #### Title Ticket-paper form and story use #### Whole unrelated source Fictional ticket display note says its labelled paper is folded; a separate story guide says this ticket carries seat information. No actual seating outcome exists. #### Ordinary staff possible model The fold is a supplied form clue; the guide links the ticket to carrying information, not tested user success. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a visible-form heading and a separate Source-described job heading without merging them. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop tag note says its labelled card has a hole; a story guide says the tag carries price information. No customer reading record exists. Ask for one visible property and source-described use. #### Child invitation Give the shop reader a form clue and source job without claiming customer success. #### Observable evidence Child separates supplied property and source-supported use, with actual performance open. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-1 ### Exact prompt Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test. ### Exact criterion Coil/ends note, source conduction/wiring and no test distinct; no inference of measured conduction fromdrawing. ### One staff possible response The observer’s story note is coiled/two ends. F2 is reference conduction knowledge; our drawing did not test it. ### Initial own value ### Full unrelated next lesson #### Id N18 #### Title Sports-sign note and general guide #### Whole unrelated source Fictional sports display note says a paper arrow was attached. Its separate story guide says arrows can show a direction. No participant followed it. #### Ordinary staff possible model Attaching is the particular supplied note; direction-use is guide information; no successful participant event is recorded. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Particular note, General guide and Missing event headings; a useful general idea does not fill the missing event. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional stage display note says a curtain diagram was printed; a story guide says curtains can mark scene changes. No scene was performed. Invite separation of the note, guide and absent event. #### Child invitation Keep a theatre print note apart from its guide information and an unperformed show. #### Observable evidence Child attributes particular and reference information and keeps actual test/event evidence absent. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-2 ### Exact prompt Give a source-qualified message for the factual-display reader using a relevant clue and a limit. ### Exact criterion Relevant F2/suppliedLclue with source status and absent test/readerresult; no repairadvice or endorsement. ### One staff possible response F2 describes copper conduction/wiring; L’s coiled drawing is a supplied form view, not a conductivity test. ### Initial own value ### Full unrelated next lesson #### Id N19 #### Title Museum-caption reader choice #### Whole unrelated source Fictional museum reader needs to distinguish a model from a real object. CaptionP says “paper model, size not measured”; Q says “exact object size” despite no size record. No actual visitor trial exists. #### Ordinary staff possible model P has a truthful clue useful for that job; no actual visitor success is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model choosing a message for the reader’s exact distinction, linking a supplied clue and an open user test. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional garden-exhibit reader needs to distinguish a plan from a planted bed. CaptionM says “planting plan”; N says “plants grew” although only a plan exists. Invite a useful message/clue/actual-reader limit. #### Child invitation Give the garden reader a source-qualified plan message and an open user question. #### Observable evidence Child makes a purposeful source-bounded message and retains untried reader use. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-3 ### Exact prompt Ask one purpose-linked new question whose actual answer is not supplied. ### Exact criterion Question relates to accuratewire/source/displayreader job, answeropen; no new action required. ### One staff possible response Which public product source could identify this particular maker, or what would an actual reader want clarified? Neither answer is supplied. ### Initial own value ### Full unrelated next lesson #### Id N20 #### Title Craft-label new evidence job #### Whole unrelated source Fictional maker has a material-labelled tag but no supplier-place record. The display reader wants a trustworthy origin note. #### Ordinary staff possible model Which public source could name this particular supplier? The answer is still open. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model linking a further question to the actual missing origin detail and keep search success distinct from a proposed search. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional game card has a printed instruction but no version date. The player wants to know which rules apply. Invite a version-source question without inventing a date or search result. #### Child invitation Ask a source question that would help the game reader choose the right rules. #### Observable evidence Child gives a purpose-linked open question and preserves absent source/date/result evidence. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id B-later ## Title Planter record window ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional planter-window account. SketchQ shows pale particles, one root-shaped drawing and spaces; no organism is identified. A supplied water notebook compares samplesQ andR using the same20mL input, cup/filter arrangement and2minute collection window: Qcollected5mL and Rcollected9mL in trial1. It supplies no repeated trials, plant growth, local soil type or drinking-water safety. F3 describes general soil roles for plants, organisms and water; that reference does not identify Q’s actual organisms or prove these setups clean water. The reader job is a useful soil-role and record caption. A new safe viewing plan would leave the display sealed and record the same window area. ## Exact four prompts - Give two supplied visible features of Q, retaining what is not identified. - Connect one F3 soil role to this reader job and give one record-level limit. - Compare the supplied trial1 collected-water records with units and state a different result they do not provide. - With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open. ## Own values - - - - ## Components ### Exact prompt Give two supplied visible features of Q, retaining what is not identified. ### Exact criterion Two ofpale particles/root-shaped drawing/spaces supplied; no organism identity inferred. ### One staff possible response The sketch supplies pale particles and a root-shaped drawing; it does not identify an organism. ### Initial own value ### Full unrelated next lesson #### Id N21 #### Title Stationery-window feature note #### Whole unrelated source Fictional stationery-window drawing shows a square box, two paper labels and a closed drawer. No hidden tools or material composition is recorded. #### Ordinary staff possible model The box and paper labels are visible supplied features; drawer contents remain unknown. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model selecting visible features with their view/source, rather than filling the closed drawer. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional bicycle-display sketch shows a circular wheel outline and an arrow card; its rear panel is concealed. Invite two supplied features without inventing mechanical performance. #### Child invitation Name two bicycle-display view features and leave a concealed detail open. #### Observable evidence Child preserves visible-feature versus hidden/identified content distinctions. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-1 ### Exact prompt Connect one F3 soil role to this reader job and give one record-level limit. ### Exact criterion AccurateF3role linked tocaption with absent particulargrowth/organism/water-safetyresult; generalrole notsubstitute localtest. ### One staff possible response F3’s water role matters for the caption; this notebook is a particular collected-water record and says nothing about drinking safety. ### Initial own value ### Full unrelated next lesson #### Id N22 #### Title Information role and missing use #### Whole unrelated source Fictional library guide says labels can carry shelf information. Its particular new label drawing has no reader-use record. The maker wants an accurate display note. #### Ordinary staff possible model The guide supports an information role; the drawing does not prove anyone found the shelf. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model source role and particular trial limit, avoiding a guaranteed outcome from a general function. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional costume guide says pockets can hold tickets. Its paper-pocket drawing has no actual fit record. Ask for a role linked to its reader job and one performance limit. #### Child invitation Give the costume reader a role and a missing actual-fit boundary. #### Observable evidence Child connects source-described role to a purpose and retains a particular untested result. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-2 ### Exact prompt Compare the supplied trial1 collected-water records with units and state a different result they do not provide. ### Exact criterion Q5mL/R9mL faithfulcomparison, trial1/setup scope; absentgrowth/safety/generalranking retained. ### One staff possible response Rcollected4mL more than Q in supplied trial1; it does not provide plant growth or safe-drinking-water results. ### Initial own value ### Full unrelated next lesson #### Id N23 #### Title Cooking-display count comparison #### Whole unrelated source Fictional cooking-display notebook lists TrayA2drawn cups and TrayB5drawn cups in display1. No actual food amount, taste or kitchen performance is recorded. #### Ordinary staff possible model B has3more drawn cups in this record; it does not show food quantity or taste. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model units and record scope, then explicitly separate the different quantity the source did not measure. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional rehearsal notebook lists SceneP3paper tickets and SceneQ6paper tickets in plan1. No attendance or enjoyment data exists. Invite the supplied count comparison and a different unsupported outcome. #### Child invitation Compare the rehearsal’s paper-ticket counts without inventing attendance. #### Observable evidence Child compares supplied values with their quantity/unit/scope and keeps a different outcome unsupported. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-3 ### Exact prompt With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open. ### Exact criterion Relevantsealedview/samewindowrecordprocedure or matching condition; planonly/newresultopen. ### One staff possible response Keep Qsealed, record the same view window again and leave new feature results empty until observed. ### Initial own value ### Full unrelated next lesson #### Id N24 #### Title Art-plan same-view comparison #### Whole unrelated source Fictional art-display plan asks how a border change affects a reader’s picture view. Paper layouts are available but no reader observation exists. The safe plan keeps the page/view spot similar. #### Ordinary staff possible model Review the same page area after the planned border change; no reader result yet. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Use a Question/Step/Similar-view/Open-result scaffold. Model one meaningful match and no invented conclusion. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-map plan asks about arrow placement while keeping the same map/view area. No reader trial is supplied. Invite one safe paper-view step and matching factor with its new outcome open. #### Child invitation Plan a toy-map comparison without claiming a result. #### Observable evidence Child gives a relevant safe similarity/view plan and retains actual conduct/result gaps. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id C-later ## Title Path-display comparison sheet ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional path-display diagram account. Trial1 uses the same printed centimetre scale and base direction for drawn strips UandV: Uspans0–4cm; Vspans0–7cm. Before this supplied diagram comparison, the fictional helper predicted V’s drawn base would be longer using its visible longer-looking outline. Trial2’s note says Uwas read along a different diagonal direction, but supplies no length. The reader job is an accurate base-length display, not choosing the strongest paving rock. Real rocks, walking performance and material hardness are not tested. A separate proposed actual plain-paper comparison would align a familiar ruler zero, read the same base direction and record actual cm readings; no new outcome is supplied. ## Exact four prompts - Compare the supplied trial1 bases with unit and drawing-only scope. - Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction. - Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison. - With guidance, give one fairer base-reading plan step and one further question, leaving the new result open. ## Own values - - - - ## Components ### Exact prompt Compare the supplied trial1 bases with unit and drawing-only scope. ### Exact criterion U4cm/V7cm relation/V3cm longer; supplieddrawnbase only nohardness oractualsize. ### One staff possible response V’s drawn base is7cm,3cm longer than U’s4cm in trial1; no actual paving-rock size or strength is given. ### Initial own value ### Full unrelated next lesson #### Id N25 #### Title Museum-layout diagram comparison #### Whole unrelated source Fictional museum plan records drawn panelA3cm and panelB6cm wide using the same printed scale. No actual room dimensions or crowd capacity exists. #### Ordinary staff possible model B’s drawn width is3cm greater; the plan does not measure a real room. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model quantity/unit/difference and diagram boundary before considering a different practical job. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-shop plan gives drawn shelfP5cm and Q9cm width. No actual shelf strength or dimensions were measured. Invite a supplied drawing relation with a real-object limit. #### Child invitation Give a toy-plan width comparison with the correct scope. #### Observable evidence Child compares the exact diagram quantity and unit without inferring actual dimensions or performance. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-1 ### Exact prompt Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction. ### Exact criterion Vlonger supplied relation agrees with explicithelperprediction; childprior/realtrialnotinferred. ### One staff possible response Trial1’s V7cm/U4cm relation agrees with the helper’s before longer idea; these are supplied notes, not my prior prediction. ### Initial own value ### Full unrelated next lesson #### Id N26 #### Title Craft-cart prediction and result #### Whole unrelated source Complete original fictional craft-cart record. Before the slide, the helper predicted the cart would finish closer to the pot drawing than to the book drawing, based on its visible start position. The supplied after note explicitly records that it stopped closer to the pot drawing than to the book drawing. These are the helper’s story prediction and after report; no measured distances or child trial occurred. #### Ordinary staff possible model The supplied craft-cart after report says closer to the pot than the book, agreeing with the helper’s prior relative-position prediction. The library guided after report instead says nearer the circle than the arrow, which differs from that helper’s arrow-nearer prediction. Both comparisons use supplied story records; neither becomes my own untouched prior prediction. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model before/after chronology and attribution; a result already read cannot become the child’s untouched prediction. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Complete different fictional library card-slide record. Before the slide, the helper predicted the card would end nearer the arrow than the circle, using its visible start as a clue. The supplied after note explicitly records that the card ended nearer the circle than the arrow. Ask the child to compare these opposite stated relative-position relationships and identify who predicted and reported them. No measured distances or actual child prior prediction/trial is supplied. #### Child invitation Compare the library story’s expectation and record with source attribution. #### Observable evidence Child compares stated prospective expectation and retrospective result while retaining who predicted and observed. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-2 ### Exact prompt Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison. ### Exact criterion FaithfulU4/V7cm rows; trial2differentdirection/missinglength cannotfill originalbase comparison; representationmodeflexible. ### One staff possible response U—trial1base4cm; V—trial1base7cm. Trial2has a different Udirection and no value, so it cannot fill another matching base row. ### Initial own value ### Full unrelated next lesson #### Id N27 #### Title Parcel records with changed question #### Whole unrelated source Fictional parcel notebook records Pbase2cm and Qbase5cm in one diagram. A later Pentry is diagonal direction with no value. No actual parcels are measured. #### Ordinary staff possible model The base rows remain paired; the changed direction and missing value do not supply another base result. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model label/feature/unit pairing and put a different-feature missing entry in a separate lane rather than inventing a number. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art-panel notebook gives Rheight3cm and Sheight8cm; a later Rnote says width, value absent. Invite two matching height rows and explain why width cannot fill a height row. #### Child invitation Keep the art height rows faithful and leave the new width value open. #### Observable evidence Child preserves identity/feature/unit/value pairing and recognises changed-feature/missing data limits. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-3 ### Exact prompt With guidance, give one fairer base-reading plan step and one further question, leaving the new result open. ### Exact criterion Relevantsamebasedirection/scale/zerostep plusquestion foraccuratebasejob, noactualmeasurementrequired. ### One staff possible response Read the same base direction with zero aligned; would a new actual paper pair give a reliable base record? No new reading yet. ### Initial own value ### Full unrelated next lesson #### Id N28 #### Title Display-card consistent measuring plan #### Whole unrelated source Fictional display plan asks about card height but one proposed comparison mixes height and diagonal. No readings exist. A familiar ruler and clear desk are available if approved. #### Ordinary staff possible model Read the same height direction with zero aligned; otherwise the measures answer different questions. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model matching the measured feature to the question, then state a further accuracy question with no promised result. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-envelope plan compares widths but one note proposes reading a long edge. Invite a same-width/zero step and a useful further question about the width record, keeping its actual result empty. #### Child invitation Make the craft-envelope width plan fit its question. #### Observable evidence Child suggests a relevant fairer feature-reading step and open enquiry without claiming the plan was conducted. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id D-later ## Title Resource-trail visitor record ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional resource-trail visitor account. The display has a supplied soil-water notebook with sampleAcollected6mL and sampleBcollected10mL after the same20mL addition, same cup/filter setup and2minute window in trial1. It supplies no repeats or drinking-water/plant-growth results. A plan reader wants a caption comparing only this recorded collection. F3 separately describes general soil water/habitat/plant roles; it is not these samples’ local result. Fictional readerM says “Bcollected more in this record”; fictional readerN says “Bwill always grow plants better”. No real visitor has replied. A proposed next record would examine a named missing question; its result is empty. ## Exact four prompts - Use a supplied record to give a bounded explanation for the caption job. - Separate F3’s general role from these particular fictional collection records and their missing outcomes. - Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback. - Ask one useful further evidence question for this accurate caption, leaving its result open. ## Own values - - - - ## Components ### Exact prompt Use a supplied record to give a bounded explanation for the caption job. ### Exact criterion ParticularA6/B10mLcomparison tied tocollectioncaption/setup/trial; no bestsoil/growthclaim. ### One staff possible response Bcollected4mL more than A in this supplied trial; that explains a collection caption, not which soil grows plants best. ### Initial own value ### Full unrelated next lesson #### Id N29 #### Title Train-display ticket record for a purpose #### Whole unrelated source Fictional train-display notebook counts4paper tickets on panelP and7onQ in layout1. The job is a label comparing paper display items, not actual passengers. #### Ordinary staff possible model Qhas3more paper tickets in layout1; the record does not show passenger use. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model data→exact quantity explanation→reader job and separate the different real outcome. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-window notebook shows2paper price labels onR and5onS in display1. The job is comparing display labels, not sales. Invite a bounded count explanation for that purpose. #### Child invitation Give the shop reader a record-based label-count explanation. #### Observable evidence Child links particular data to a useful purpose without inferring a different unrecorded outcome. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-1 ### Exact prompt Separate F3’s general role from these particular fictional collection records and their missing outcomes. ### Exact criterion Generalsoilrole, specificfictionentries and absentgrowth/safety/repeats distinct. ### One staff possible response F3 gives general soil roles; A/B are supplied collection entries, with growth, safety and repeats absent. ### Initial own value ### Full unrelated next lesson #### Id N30 #### Title General play role and particular game record #### Whole unrelated source Fictional guide says games can offer shared play. A particular game sheet records one rule written, with no player or enjoyment evidence. #### Ordinary staff possible model The guide gives a general role; the sheet does not prove a group played or enjoyed it. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model general information, particular record and missing outcome as separate lanes. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art guide says pictures can communicate ideas; a particular notebook records one drawing made but no viewer reply. Invite role/record/absent-response distinctions without inventing feedback. #### Child invitation Help the art reader separate role, made drawing and missing viewer response. #### Observable evidence Child distinguishes general source information, particular supplied record and unsupported performance claims. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-2 ### Exact prompt Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback. ### Exact criterion Mmorecollection supported; Nalwaysgrowth unsupported; wholetrialscope/fictional status retained. ### One staff possible response Mfits B10mL/A6mL. N’s always-better growth claim is unsupported by this collection notebook; both readers are fictional. ### Initial own value ### Full unrelated next lesson #### Id N31 #### Title Music-poster views without music trial #### Whole unrelated source Fictional poster notebook reports one large title printed. Story readerA says it is printed; readerB says every concert visitor read it. There is no visitor record or music performance. #### Ordinary staff possible model A matches printing; B’s universal user claim lacks evidence. The story readers are fictional. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model claim-by-claim tracing to the complete notebook, preserving missing use and fictional voices. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-market notebook records two signs made, visitor row empty. Story readerR says signs exist; S says all shoppers used them. Invite the child to compare both claims with the actual supplied record and keep their story status. #### Child invitation Compare the craft-market claims without inventing shopper feedback. #### Observable evidence Child evaluates supplied claims against record scope and keeps imagined voices separate from actual peer/reader interaction. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-3 ### Exact prompt Ask one useful further evidence question for this accurate caption, leaving its result open. ### Exact criterion Question relates torecordrepeat/conditions/differentneededquantity/purpose; noactualtest oruniversalresult required. ### One staff possible response Would further matched collection records show the same pattern, or what new evidence would address growth separately? Neither result is supplied. ### Initial own value ### Full unrelated next lesson #### Id N32 #### Title Helpful-label further evidence question #### Whole unrelated source Fictional label notebook records one caption written but no willing-reader use. Its owner wants to make the instructions helpful. #### Ordinary staff possible model What would a willing reader ask about the first instruction? No reply is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model purpose-linked enquiry with blank future reply and optional participation, keeping instruction quality distinct from no feedback. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional museum card has one source identity written but no date check or reader response. Invite a useful source/date/reader question for the card and leave the actual search or reply open. #### Child invitation Choose a museum-card question whose answer needs new evidence. #### Observable evidence Child forms a relevant further question and preserves unperformed search/feedback/outcome status. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help.