D-first · Staff evidence and individual next teachingYear 2 Science · T1 W9–10 · Teacher · Teacher / Cases / D first

Child invitation

Tell a reader what the storyboard shows and what it cannot measure.

Guided different context

Make a new four-frame paper pet-toy movement loop; choose each position deliberately.

Id

N13

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child describes represented movement without inventing time/distance data.

Ordinary possible model

Frames show selected positions; they do not give delivery speed.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Read courier caption before moving cards; guide two pet frames, then child finishes and explains the model limit.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Courier-envelope movement model

Whole unrelated teaching account

A fictional drawing sequence places an envelope at desk, door, cart and desk; no clock readings or delivery distances exist.

Child invitation

Separate general idea from an unobserved particular event.

Guided different context

Provide a new pretend light card stating “lamps can light a room” alongside an empty room observation space. No mains equipment is handled.

Id

N14

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child distinguishes a general statement from a specific result and keeps missing local observation open.

Ordinary possible model

A general reference does not prove it rained here today.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Use reference/actual columns; model the weather gap, guide lamp-note classification, then invite a child-authored check question for a toy room drawing.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Weather-reference boundary

Whole unrelated teaching account

A fictional poster carries the supplied sentence that rain falls from clouds, but has no report for today at this school. Its fact wording is an ordinary teaching illustration, not a local forecast.

Child invitation

Give a source-bounded recommendation and tell reader a limit.

Guided different context

Use a new pretend game counter box with room for three drawn tokens and a second box with no capacity note.

Id

N15

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child ties choice to source clue and avoids “best everywhere”.

Ordinary possible model

BagA has the purpose-relevant supplied clue, but durability remains untested.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Read all stall notes; model one recommendation. Guide matching three-token job to exact drawing, then child adds an unresolved practical question.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Reusable-bag advice

Whole unrelated teaching account

A fictional stall wants a bag to hold two paper tickets. Supplied drawing shows bagA contains two, bagB untested; no real strength comparison exists.

Child invitation

Pose an unanswered question appropriate to the new plan rather than filling its result in advance.

Guided different context

On paper plan moving two drawing tokens into a basket; do it only if wanted and count actual placements.

Id

N16

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child maintains prediction/result distinction while asking a useful next enquiry.

Ordinary possible model

The prediction does not establish a result.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Model open question from pot source; guide token prediction before action, then child records actual or unperformed status and a next question.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Garden-water plan unknown

Whole unrelated teaching account

A fictional watering plan predicts one cup will fill a toy pot, but no pour record exists. No plant-care amount is verified.