Child invitation
Make a three-lane kit record: requested, predicted before, reported afterwards. Explain one comparison without turning a request into evidence.
Guided different context
Complete different fictional craft-kit account. A maker asks for three drawn buttons. Before a packet is filled, the helper predicts three buttons because an earlier packet card showed three. The later fill record shows two buttons. No later record exists for a second packet. Ask the child to compare the explicit before expectation and after record while keeping the request separate. Use paper pictures only.
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 wishes and predictions blur, return to the time-labelled expectation and separate request in this new account, then ask one outcome question. If comparison is clear, choose a fresh ordinary event with another prediction/record pair; no annual or independent transfer judgement follows automatically.
Observable next evidence
Child compares an explicit prospective prediction with the supplied after record, states the difference within that story, and keeps desire/request distinct from both prediction and observation.
Ordinary possible model
The helper predicted two before packing, using earlier two-roll records. The after record shows one, so this supplied result differs from that expectation. The request for two is a wish, not itself a prediction or proof of packing. The second tray remains unknown.
Teacher preparation
Prepare the complete bakery/kit accounts and three large time/purpose lanes, not food or loose buttons. Keep staff model separate until initial response. Offer drawings, signing, AAC or helper read-back; label supplied fiction and actual support.
Teacher sequence
- Read the bakery request, explicit timed expectation and after entry. Ask when each was stated and which one gives the reported outcome.
- Model the two-predicted versus one-reported comparison, then show why the customer’s wish is not the prediction’s evidence or an observed result.
- Read the whole different kit account. Guide one lane heading, then allow the child to place or direct three statements, compare three predicted with two reported and leave the second packet unknown.
- Ask for the child’s reason and missing result; record exact words, source and support. Offer a new unrelated prediction comparison later if needed, not coached repetition of the held same-report sound task.
Title
Bakery expectation versus packing record
Whole unrelated teaching account
Complete original fictional bakery account. A customer requests two drawn rolls. Before packing at11:00, the helper predicts the tray will contain two rolls because the last two pictured orders each had two. After packing at11:05, the supplied record shows only one roll on this tray. A second tray has no packing record. The customer’s request, helper’s prediction and after record are different statements; no real food order or customer event occurred.