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.
Target/codes: Attribute Rafi's request and Mara's later intention to their speakers, then keep intention separate from actual placement; AC9HSFS03, AC9HSFS04, AC9HSFK03 partial.
Settle/purpose · 3 min. We can take a proposal seriously without pretending it happened.
Read source · 4 min. Read B and C; feel or trace the tray outline and the dashed future label on C.
Model inquiry · 5 min. Put Rafi's “would like” under REQUEST, Mara's “plan to put” under PLAN and any completed placement under UNKNOWN. The dashed box is a drawing of intention.
Child response · 7 min. Child states whose words are whose and directs or marks B/C on the source/effect mat, leaving later result empty.
Check/respond · 4 min. Record attribution and category. If the child treats dashed C as a photo, ask which source is dated after “tomorrow”; none has yet been read.
Exit · 2 min. Say “Rafi asked ; Mara planned ; neither shows ___.”