A-first · Staff evidence and next teaching

Child invitation

Give the basket reader one property and one supplied making-source link.

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.

Id

N01

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.

Observable evidence

Child separates a supplied property from its resource-source attribution without inventing an origin place.

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.

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.

Child invitation

Help a rehearsal reader keep the placed-sign note apart from the general guide.

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.

Id

N02

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.

Observable evidence

Child distinguishes particular supplied observation and reference knowledge and leaves the missing audience event open.

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.

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.

Child invitation

Choose a label for the toy-library reader using one clue and one open trial.

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.

Id

N03

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.

Observable evidence

Child links a choice to a named job and exact source clue while preserving untried actual use.

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.

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.

Child invitation

Ask something that would help the return-box reader, and keep the reply open.

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.

Id

N04

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.

Observable evidence

Child gives a purpose-linked open question rather than an invented user outcome or mandatory action.

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.

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.