B-first · Staff evidence and next teachingYear 3 Science · T1 W9–10 · Teacher · Teacher / Cases / B first

Child invitation

Give two actual supplied view features for the shop-window reader.

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.

Id

N05

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 names supplied visible features and does not populate an unseen area from imagination.

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.

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.

Child invitation

Help the theatre reader name a role and a view-level limit.

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.

Id

N06

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 general source role from an unsupported particular outcome or contents claim.

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.

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.

Child invitation

Mark one detail the library parcel account does not supply.

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.

Id

N07

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 recognises a source-specific missing detail without filling it by guess or treating missing as none.

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.

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.

Child invitation

Plan one paper-viewing step and a relevant similarity for the postcard job.

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.

Id

N08

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 proposes a relevant safe step and matching condition without claiming an investigation already happened.

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.

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.