Child invitation
Help a fruit-stall reader find the after card, then explain how it differs from the before idea. Leave the second envelope’s result open.
Guided different context
Complete different fictional fruit-stall account: before opening a picture-envelope at10:00, the helper expected four drawn apples, using yesterday’s four-apple card as the clue. The10:05 after-opening card reports one drawn apple. A second envelope has no after card. Ask the child to choose which card shows what happened, then compare it with the earlier expectation; no actual food task is required.
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 before and after still merge, reduce this new story to two labelled time cards and ask one question. If the after distinction is clear, offer a genuinely new ordinary before/after event later. These coached accounts are teaching, not untouched held evidence.
Observable next evidence
Child identifies the supplied after report rather than the prospective expectation and can keep the missing second result unknown; record each actual distinction and help separately.
Ordinary possible model
The08:50 three-book expectation is a before-opening prediction. The09:00 two-book entry is an after-opening report. It differs from that prediction; boxM’s missing count is still unknown rather than zero.
Teacher preparation
Print/read the complete library and fruit-stall accounts and their separate before/after headings. Keep the ordinary model on the staff page until the first meaning question. Offer big cards, AAC, drawing, signing or verbatim scribing with read-back; use no food, photos or sound.
Teacher sequence
- Read all library times and counts. Ask which statement was made before the box opened and which is an after report; keep the unseenM count blank.
- Model the three-versus-two distinction with separate time-labelled cards. Explain why the previous return record can be a prediction clue without guaranteeing the next count.
- Read the whole different fruit-stall account. Guide the first time label, then pause while the child chooses the actual supplied after card and compares it with four predicted apples; never insert your model into their own record.
- Ask what remains unknown about the second envelope and note the child’s exact source-qualified distinction, mode and support. Choose another unrelated before/after job if needed; do not rehearse the held tap/rub key.
Title
Library return prediction and record
Whole unrelated teaching account
Complete original fictional library account. At08:50, before the return box was opened, the helper predicted boxL would contain three returned books because the previous displayed return record had three. At09:00 the supplied after-opening record says boxL contained two books. BoxM has no count recorded. These are supplied story records, not a real library event or the child’s own prior prediction. The purpose is to make a label that separates what was expected from what was reported.