Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Oral/print · 3 min. Give one broad token for each spoken word in “one more outline”; adult reads outline.
See/hear · 4 min. Present A and B in a neutral order; say their labels but no “before/after”.
Model · 5 min. Say “Drawing B has three oval leaf outlines; A has two.” Compare three versus two. Explain that labels A/B name drawings but do not date one plant.
Child try · 7 min. Child chooses a museum sketch, paper window display or fictional botany notebook route to make a precise two-drawing sentence and an unknown sentence.
Check · 4 min. Offer “B came after A, so the plant grew.” Child removes the sequence claim; ask what dates and same-plant identity would be needed for an actual change report.
Exit · 2 min. Child selects the phrase “drawing shows” or “we observed” for C and explains why.