Complete neutral source
Original fictional mini-museum sound guide. A silent paper-strip model offers slow/quick drawing cycles and narrow/wide drawn span. The fresh model starts at centre (cycle index0). A child chooses quick/narrow and deliberately steps once; quick advances two positions in the stated cycle to index2, so the strip is drawn left of centre. No real frequency, force, sound, pitch or loudness was measured. Separate helper note says an empty plastic prop was gently tapped; report “short tap”; no receiving object was observed. ReferencedF2 fact card is the same general incoming-sound/eardrum-vibration account, not this event. Job: guide a reader using model and report without mixing evidence kinds. No museum user feedback is supplied.
Components
Accept other responses
Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required.
Exact component criterion
Names one correctly supplied setting (quick or narrow) OR state (left of centre after the explicit fresh quick step), plus one legitimate absent actual sound/measurement limit; no demand for all three, no model-speed equals measured pitch claim.
Exact prompt
Describe one chosen model setting/state and one thing the model does not establish.
Full individual next learning
Child invitation
Identify model information and an actual event it does not establish.
Guided different context
Create an unrelated paper kite four-position storyboard without flying outdoors.
Id
N29
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 depicted positions from measured motion or real flight.
Ordinary possible model
Positions model change; they do not measure how fast a real clock runs.
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 clock caption, guide first kite frame, then child completes/labels storyboard and an untested flight 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
Clock-drawing model limits
Whole unrelated teaching account
A fictional clock drawing shows four hand positions, no actual times or movement durations.
Id
D-later-1
Initial own value
One possible staff response
One possible richer response: The fresh model started at centre and one deliberate quick turn advanced two cycle positions to left of centre; quick/narrow are the chosen drawing settings. It does not establish actual pitch or loudness. One correctly named supplied setting OR state and one legitimate limit is sufficient for this prompt.
Staff focus
I04 model/observation distinction
Accept other responses
Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required.
Exact component criterion
General receiver reference, supplied short tap and absent actual receiver observation kept distinct.
Exact prompt
Separate the general receiver reference from the supplied prop report and missing receiver observation.
Full individual next learning
Child invitation
Separate general idea from the particular unobserved event.
Guided different context
Give a new pretend storage fact card that containers can hold objects, alongside an empty actual packing space.
Id
N30
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 identifies evidence level and leaves a specific outcome open.
Ordinary possible model
General possibility is not a local collection 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 general/local lanes with recycling cards; guide storage note classification, then child poses an event-check question instead of inventing packed contents.
- 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
General recycling versus local event
Whole unrelated teaching account
A fictional information card says paper can be reused for drawing; there is no record of a particular school collecting it.
Id
D-later-2
Initial own value
One possible staff response
F2 is general receiver knowledge. The supplied prop report is short tap; no receiver was observed in that event.
Staff focus
U02 receiver concept status
Accept other responses
Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required.
Exact component criterion
Purpose-linked message uses model caption or report clue with correct status; no invented reader success.
Exact prompt
Give a source-qualified message for the stated guide job using a relevant clue.
Full individual next learning
Child invitation
Recommend a choice for the stated job using an exact clue and a limit.
Guided different context
Use a new pretend puzzle-envelope drawing with one square-card fit and another unknown.
Id
N31
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 connects choice to the actual supplied evidence and bounded use.
Ordinary possible model
P has a supplied purpose clue, not proof of real fit/strength.
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 complete costume notes; model bounded recommendation. Guide puzzle purpose, then child adds a new physical-fit question without pretending a trial.
- 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
Costume-pocket purpose choice
Whole unrelated teaching account
A fictional costume needs room for a drawn ticket; pocketP drawing fits one ticket, pocketQ dimensions are not supplied.
Id
D-later-3
Initial own value
One possible staff response
Our guide can say the short tap is a supplied report and the moving strip is a silent model, so a reader does not mistake it for measured sound.
Staff focus
I06 source-qualified reader message
Accept other responses
Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required.
Exact component criterion
Relevant open receiver/reader enquiry with guidance, no extra required action or outcome.
Exact prompt
With guidance, ask a further question with the actual receiver or reader result left open.
Full individual next learning
Child invitation
Ask for feedback and record only actual response, leaving untried questions open.
Guided different context
Make an unrelated pretend game rule card; a willing helper may locate the start instruction or pass.
Id
N32
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 separates offer, actual feedback and unknown success without auto-awarding completion.
Ordinary possible model
An invitation is not evidence someone used or understood the sign.
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 invitation/feedback distinction with festival note; rehearse game offer, then child lets helper act and records their real words or no response.
- 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
Festival-invitation open response
Whole unrelated teaching account
A fictional festival booth offers a sign-reading invitation but has no visitor responses. No real event attendance is stated.
Id
D-later-4
Initial own value
One possible staff response
What safe receiver evidence or actual reader feedback would help the guide next? Neither result is supplied.
Staff focus
I01/I05 guided open question
Delivery
Read/display the exact whole neutral source and prompts, with one question at a time if wanted. Do not read criteria/worked/next accounts. Each own page has initial-closed same-page full neutral source disclosure and an external whole-source link; paper mat repeats this source identity and four exact prompts.
Eligibility
Staff records learning opportunity, familiarity with source, prior answer exposure, adult help/operation/scribing, mode, self-directed versus guided reasoning and whether actual practical evidence was offered. After coaching on this source, use it as teaching and arrange genuinely fresh later evidence.
Exact four prompts
- Describe one chosen model setting/state and one thing the model does not establish.
- Separate the general receiver reference from the supplied prop report and missing receiver observation.
- Give a source-qualified message for the stated guide job using a relevant clue.
- With guidance, ask a further question with the actual receiver or reader result left open.
First later
First and later are eligible local evidence opportunities, not required timing or a numerical progress scale. Describing supplied outcomes does not demonstrate practical conducting; keep actual observations in a separate folio.
Id
D-later
Own response values
-
-
Role
neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate
Source kind
original supplied fiction; any reference fact/model explicitly labelled
Title
Mini-museum model explanation