D-later · Staff evidence and next teaching

Child invitation

Give the shop reader a record-based label-count explanation.

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.

Id

N29

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 particular data to a useful purpose without inferring a different unrecorded outcome.

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.

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.

Child invitation

Help the art reader separate role, made drawing and missing viewer response.

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.

Id

N30

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 general source information, particular supplied record and unsupported performance claims.

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.

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.

Child invitation

Compare the craft-market claims without inventing shopper feedback.

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.

Id

N31

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 evaluates supplied claims against record scope and keeps imagined voices separate from actual peer/reader interaction.

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.

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.

Child invitation

Choose a museum-card question whose answer needs new evidence.

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.

Id

N32

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 forms a relevant further question and preserves unperformed search/feedback/outcome status.

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.

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.