Next teaching · Door-picture request

Access

The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

Eligibility and help

Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

Id

NEXT06

Next decision

If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

Notice

Relates LOOK request to window without inventing opening.

Try your own idea first

Choose Fen’s requested picture and show why.

Role

Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Teaching moves

1. Present the complete new door-picture request source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Choose Fen’s requested picture and show why. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: LOOK names window, which answers Fen’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Title

Door-picture request

Complete source

A fresh fictional board names a door drawing OPEN and a window drawing LOOK. Fen requests LOOK. The board displays the window drawing. Nothing is opened.

Reasoning after an attempt

LOOK names window, which answers Fen’s request.