# Trace a useful thing — Earth resources, evidence and useful explanations Whole original Year3 Science Term1 Weeks09–10 proposal. Sequence slots41–50. Staff/reviewer document; learner own-source pages contain no staff keys. No final source/assets/runtime/Browser/classroom/year acceptance. # Ten complete lessons and thirty routes ## Day 41 ## Title A thing with a trail ## Question What would help someone understand where a useful thing begins? ## Complete source Ordinary fictional maker table. Nia has a clean, blunt-edged folded foil card, a drawing of a copper wire inside a lamp, and a sealed clear display of two labelled rocks. The foil package says aluminium; the wire drawing says copper. Nia can see folds in the card. Neither package names a particular mine. F1 describes bauxite as a common ore used to make aluminium through industrial processing. F2 describes copper's use in electrical wiring. These are source facts, not tests Nia performed. Nia wants a little trail label for a visitor who asks, “Is this just something from a shop?” No visitor has replied yet. ## Ordinary staff model One possible ordinary trail: “This card is labelled aluminium. F1 connects aluminium production with bauxite. I can see a fold in this card; I haven't identified a mine or tested it as a food cover.” The object, resource and observed feature are separate parts of the explanation. A copper trail is also legitimate; no particular object choice is the answer. ## Moves - Invite, 3 minutes: put the card and drawing where everyone can view or hear their descriptions. Say, “Pick something you would like to trace. A tiny clue can start a big trail.” Accept pointing, private choice, partner selection or a pass. - Read, 5 minutes: read the complete fictional table account and F1/F2. Establish package label, provider fact and Nia observation with three different heading cards. Do not ask children to infer an unknown ore from a picture. - Model, 5 minutes: demonstrate the ordinary foil trail above. Move a visible-fold note to Observation and a mine question to Still open. Explain ore is material from which a useful substance can be obtained; the shop object is not untouched bauxite. - Try together, 5 minutes: use the copper drawing. Ask which source links it to a useful job and what the drawing cannot show. Have learners offer a question before adding new information. Keep an empty space for an answer not supplied. - Make, 10–15 minutes: choose one of the three routes. Make a three-part trail with resource/source, useful job, and one open question. A helper may operate or write verbatim; record who chose the explanation. - Return, 4 minutes: invite one offered clue and one boundary without public grading. Keep the child trail for a later purposeful revision or let the child keep it privately. The evidence note names the actual act, support and source. ## Routes ### Id D41-1 ### Title Pocket trail ### Complete instruction Fold plain paper into three panels. In panel one put your chosen object or words; panel two records one supplied source fact and its F1/F2 identity; panel three holds your own job or question. Add a separate “I saw” slip only for a feature you actually noticed. Leave a mine location open. The product can be carried to a visitor or kept private. ### Id D41-2 ### Title Clue courier ### Complete instruction Take three large heading mats: Source says, I noticed, Still open. Place or direct a helper to place one note on each. Explain one placement aloud, by signing, AAC or pointing then confirming a helper read-back. Walk only if you want; seated delivery uses the same notes. Keep a photo only under local consent, otherwise copy the chosen words. ### Id D41-3 ### Title Trail Desk start ### Complete instruction Open the optional blank Resource Trail Desk or its nine-heading paper twin. Enter only Trail name, Source, Resource and Useful job if that is enough today. Open the ordinary source drawer in place; do not import the staff model as your own. Preview is literal words, not an identification or verdict. Leave the other own fields empty until you want them. ## Evidence Look for a named source fact connected to a useful object and an explicitly open location or test. Record actual observation separately; reading a label is not mineral identification. ## Next teaching If source and observation blur, offer C02 and have the child attach the source name to one statement before adding a new observation. If the trail is bounded, offer a second job without requiring a longer paragraph. ## Day 42 ## Title A resource is not the finished thing ## Question How can one resource be part of a longer making trail? ## Complete source Fictional repair-display notes. Four cards read: bauxite ore; alumina from refining; aluminium metal from smelting; thin aluminium foil from rolling. The cards describe an industrial route from F1; they are not a recipe for children. Another display card says minerals contribute to rocks, following the historical national U02 E3 reference. A labelled composite-rock drawing shows pale and dark components, but does not name them. A red wrapper is nearby and has no material label. The visitor wants to know why the first card and final foil card have different names. ## Ordinary staff model Possible ordinary explanation: “The source trail names several stages. Bauxite is an ore used in making aluminium; foil is a made metal product. The picture's pale and dark parts aren't enough to identify their minerals.” A drawing may model a rock's components without being a specimen or a chemical result. ## Moves - Invite, 3 minutes: ask “Can a shop thing have a long backstory?” Let children choose a card rather than recite industrial vocabulary. - Read, 5 minutes: read all four source-labelled stages, the rock drawing statement and the unlabelled-wrapper limit. Keep source identity F1 beside the industrial sequence. - Model, 5 minutes: place the four making cards in their supplied order. Describe refining and smelting as industrial changes, without demonstrating heat, extraction or tasting. Separate a rock-components model from the metal-production trail. - Try together, 6 minutes: replace the foil picture with a deliberately ordinary paper square and ask whether its presence changes the named industrial route. Return to the actual source rather than guessing from colour. - Make, 10–15 minutes: build or direct one complete trail through a route. Label it “source-described making trail”; a blank branch marks the mine or exact manufacturer we do not know. - Return, 4 minutes: ask what was supplied, what was made as a model, and one useful question for the display. Give vocabulary support only after recording the child's initial meaning. ## Routes ### Id D42-1 ### Title Stage concertina ### Complete instruction Use four large paper cards headed Bauxite ore, Alumina, Aluminium metal, Foil product. Arrange the source-described order and add arrows labelled industrial processing, then rolling. Write or dictate why the first and last names differ. Add a separate open branch for the manufacturer; do not draw a local mine as if known. ### Id D42-2 ### Title Components tray ### Complete instruction Use oversized paper pale/dark tiles in a rock outline; do not use loose powdered minerals. Explain that this is a model of components, not an identification key. Next to it make the separate four-stage making trail. Point to one difference between showing components and showing manufacturing stages. ### Id D42-3 ### Title Caption repair ### Complete instruction In Trail Desk or on paper, enter your own resource label and explanation after reading F1 in place. Preview your literal caption. Compare it with a plain caption “Same thing all the way” supplied as an ordinary discussion card; explain what you would clarify. Keep a version only by explicit choice; no automatic rewritten caption appears. ## Evidence A purposeful distinction between source resource and manufactured product; an explicitly labelled model. Recognising a diagram alone does not prove observation of real components. ## Next teaching If order dominates meaning, use C03 and ask for one source-supported name at the beginning and end. If meaning is secure, discuss an unknown material without inventing its production history. ## Day 43 ## Title Properties doing a job ## Question Why is a property useful for a particular job? ## Complete source Ordinary fictional pop-up workshop. Mina makes a foldable aluminium backdrop for a puppet scene; the labelled foil bends into a curve. A separate diagram shows a copper electrical wire in a reading lamp. F2 describes copper as a good electrical conductor and links this property to wiring. F1 describes aluminium foil as thin rolled aluminium. No child is asked to handle electricity or prove conductivity. Mina's curved backdrop stands only in the supplied drawing. Its strength, heat performance and suitability for outdoor weather have not been measured. ## Ordinary staff model A possible ordinary link is “The labelled foil can be folded into the curve shown, so the supplied bending observation matters for Mina's backdrop job.” Another is “F2 links copper's conduction to electrical wiring; our drawing did not test it.” A property-to-job explanation is more useful than calling one material best for everything. ## Moves - Invite, 3 minutes: offer puppet backdrop or lamp clue as a job choice. Ask what each maker needs; no person has to perform publicly. - Read, 5 minutes: read the complete workshop and facts. Say aloud which property is a supplied observation and which is a provider-described property. - Model, 5 minutes: join job, property and evidence using the backdrop account. Keep “works outdoors” on an open card. Show that a useful property link can be conditional. - Try together, 5 minutes: choose a different job, a bendable name-card holder. Decide what the bending record might support and what strength still needs checking. This is reasoning from a record, not a strength test. - Make, 12 minutes: follow one route. Use one job, one relevant property and one evidence boundary. Children may choose a quiet prop, a short spoken note or a caption. - Return, 4 minutes: let a partner or adult point to the supporting record if they actually do so. Record imagined feedback as imagined, not as a successful user test. ## Routes ### Id D43-1 ### Title Puppet-maker note ### Complete instruction Make a paper puppet-scene plan with a curved-backdrop sketch and a property note drawn from the supplied foil account. Include one question about whether the actual prop will stand. You may make a safe paper prop, but its observed behaviour belongs to paper, not to aluminium by transfer. ### Id D43-2 ### Title Job and clue duet ### Complete instruction One person chooses a job card, another reads the complete relevant source. Join them with an explanation by voice, AAC or a two-card sentence. Swap roles only if wanted. Use a helper's quiet reading instead of electrical or noisy equipment. Retain the property/source distinction in the record. ### Id D43-3 ### Title Purpose preview ### Complete instruction Use the Desk or paper twin to write your own Useful job, Recorded property, Explanation and Evidence boundary. Choose the Claim view to check whether the property actually supports the chosen job. Its display is an organising view, not a recommendation engine. ## Evidence A specific relevant property–use relationship and a bounded source attribution; a general “metal is good” is not equivalent to that relationship. ## Next teaching For a property named without a job, use C05's quiet sign-making task. For an unsupported performance claim, use C06's model-only flag, then invite one further question. ## Day 44 ## Title Soil has several jobs ## Question What can soil support besides holding a plant upright? ## Complete source Ordinary fictional balcony club. A sealed display sketch shows crumbly material, a leaf piece and spaces; no living animal is shown. A source card F3 describes soils as habitats for organisms, supporting plants and regulating water. These general soil roles come from USDA NRCS, not from the sketch proving local performance. A second source card F4 describes CSIRO's Chameleon system as using soil-water information to help irrigation decisions. The club wants three short labels for a soil display: plant support, habitat, and water. Nobody has tested drinking-water safety or sampled the balcony soil. ## Ordinary staff model Possible ordinary label: “Soils can provide habitat; F3 describes this role. This sketch doesn't show which organisms live in our pot.” A different useful label links soil water to a decision to investigate watering, rather than guaranteeing that any soil cleans water enough to drink. ## Moves - Invite, 3 minutes: offer a three-door soil display. Let each child choose plants, organisms or water as a door to open. - Read, 6 minutes: read all source cards and the full sketch description. Explain habitat as a place where an organism can live. Keep general roles distinct from particular specimens. - Model, 5 minutes: make the habitat label above and leave the organism identity blank. Show a water-role card with an open local-testing question rather than a clean-water promise. - Try together, 5 minutes: use a supplied imagined “a leaf proves there are worms” sentence. Ask what the sketch actually shows and whether the leaf identifies an organism. Revise the claim through source and observation, without shaming guesses. - Make, 12 minutes: choose a route and make two role labels with at least one boundary. A school may later add a reviewed safe local observation; this activity does not require digging or handling soil. - Return, 4 minutes: ask which question would help make the display more useful. Distinguish an observed feature, source role and proposed investigation in the evidence note. ## Routes ### Id D44-1 ### Title Three-door booklet ### Complete instruction Fold three paper flaps headed Plant, Habitat, Water. Under two chosen flaps, give an F3-linked role in your own words and leave a question about the actual pot. Keep living-animal drawings labelled imaginary if no animal was observed. No soil or water collection is required. ### Id D44-2 ### Title Quiet habitat map ### Complete instruction Arrange large paper tokens for leaf piece, space and unknown organism around the complete fictional display description. Explain one possible habitat role and one missing observation with pointing/AAC or a helper read-back. The map is a communication model, not a biological survey. ### Id D44-3 ### Title Role trail ### Complete instruction Use Desk or paper to make a soil trail for the balcony-club reader. Enter source F3 and your chosen role. In the Reader view check that the next question follows from what remains unknown. You can leave a second role for tomorrow; length is not the criterion. ## Evidence Soil-role breadth tied to a source with a genuine specimen-level boundary. No organism, nutrient, water-quality or local-growth result is credited from a picture. ## Next teaching If the child thinks “no organism drawn” proves no habitat, read the complete C08 sealed-soil-view card and accompanying F3 habitat role. Model the distinction between no worm visible in this one supplied view and the general soil-habitat role; this view does not establish which organisms live there. Then invite a caption or a relevant further observation question. No empty-shelf analogue or organism survey is supplied. ## Day 45 ## Title A clue before another clue ## Question What can you show before the next source changes the job? ## Complete source Ordinary fictional museum-button display. A source label says minerals are components of rocks; a drawing has two differently coloured component areas. A visitor wants to understand that relationship without guessing names. A sealed label on a separate metal token is unreadable. No later source, assessment key or hidden material identity is contained here. This is ordinary practice if a held first task is declined or prerequisites are not yet available. ## Ordinary staff model Possible ordinary explanation: “The drawing models components of a rock. The source describes minerals as rock components, but the colours alone don't name the minerals. The token's resource is still open.” This ordinary museum practice is not a response to any held A/B/C/D prompt. ## Moves - Invite, 3 minutes: offer ordinary museum work or one eligible first held family. Say, “You can show one idea, ask for help, or choose a different job.” There is no check quota. - Prepare, 5 minutes: for an assessment first, confirm teaching prerequisites, intended support/mode and that its corresponding later source and staff possibilities have not been seen. For ordinary work read the full museum account. - Model ordinary only, 5 minutes: show the museum explanation if doing ordinary practice. Do not model a held response before capturing or declining that response. Assessment pages show only neutral source and four prompts. - Work, 10–15 minutes: choose one route. Capture the actual child's own response, decline or request, source identity, support and observable acts. A helper repeats or scribes without completing the reasoning. - Respond, 5 minutes: after first capture use its matched component-specific teaching account if useful. Keep the separate later source for a later genuine opportunity; do not reveal it merely because first work was short. - Return, 4 minutes: retain a child-controlled ordinary product or locally permitted first record. Mark offered/declined/observed individually; do not claim completion of an annual achievement standard. ## Routes ### Id D45-1 ### Title Museum mini-label ### Complete instruction Choose the ordinary museum display. Make a rock-components caption and an open token question on paper. Your drawing can be stylised, tactile or described aloud. Keep material identity and colour as different ideas; no held source is needed. ### Id D45-2 ### Title Own-source first check ### Complete instruction With the adult's agreed eligible first family, open its complete neutral source in place and answer any of its four exact prompts on the genuinely blank own spaces or its matching paper/AAC record. Close and reopen the source as needed while keeping your words. This is an individual opportunity, not a race. ### Id D45-3 ### Title Private clue rehearsal ### Complete instruction Choose the ordinary museum account and record one explanation with a quiet helper or Trail Desk. Keep a first ordinary version if wanted, then suggest a question that a visitor could ask. Imagined questions remain imagined; no assessment first/later data is created by this rehearsal. ## Evidence Use exact component meaning and actual support records for a held response, or one source-bounded ordinary caption. Decline is not a wrong answer; later exposure cannot be disguised as untouched first work. ## Next teaching Select only the relevant one of the 32 unrelated teaching-next lessons after actual need; invite the learner back with a new ordinary job. A later assessment is optional and follows actual prerequisites. ## Day 46 ## Title Ask first, record afterwards ## Question How can we compare a visible feature without secretly changing the question? ## Complete source Ordinary fictional storeroom plan. Two labelled rock-display silhouettes, S and T, lie beside a printed centimetre scale. S spans 0–4 cm and T spans 0–6 cm on the supplied diagram. The plan asks, “Which labelled silhouette has the longer base in this drawing?” The same scale, left-edge zero convention and base direction are used. A sealed display cannot be scratched or opened. The supplied readings are retrospective: they are not children's prior predictions or measurements of actual rocks. A separate optional classroom job uses two large plain paper rectangles, chosen by the adult, to practise a real ruler procedure. ## Ordinary staff model Possible ordinary reading: “T is 6 cm and S is 4 cm on this diagram, so T's drawn base is longer by 2 cm. This doesn't tell me hardness or the size of a real rock.” Before a new actual paper comparison, a child can predict from visible bases, then record the result separately after using a familiar ruler. ## Moves - Invite, 3 minutes: choose the drawing-reading job or actual plain-paper measuring job. Explain that the two jobs make different evidence. - Read and question, 5 minutes: read the complete plan. Locate the exact base feature and unit. Ask children what the question is before they read the numbers; the supplied diagram is never described as an unseen future result. - Model, 5 minutes: align zero with a paper edge using a familiar ruler; describe endpoint and centimetre interval. For diagram work point to the printed 0–4 and 0–6 spans without calling that real-rock instrument use. - Plan together, 6 minutes: for actual paper work write question, visible-clue prediction, procedure, matched ruler/orientation, and a safe stop. The child states a prediction before measuring; an adult-operated ruler is recorded as adult operation. - Do and record, 12 minutes: follow one route. Make a small table labelled Source and unit. In actual paper work keep every reading as obtained, including uncertain alignment; never replace it with the fictional diagram result. - Return, 5 minutes: explain one comparison and a boundary. Ask whether a different base direction or scale would still answer the same question. Keep plans and outcomes distinct. ## Routes ### Id D46-1 ### Title Scale reader ### Complete instruction Use the full fictional drawing description and record S and T's supplied base spans in a two-row cm table. Make a comparison for the drawing only. If printed at another size, the supplied labels still describe the drawing record; do not infer real dimensions from page size. ### Id D46-2 ### Title Ruler crew ### Complete instruction On an adult-approved clear desk use two large paper rectangles and a familiar centimetre ruler. Say or record a visible-clue prediction before measuring. Align zero, read the base endpoint and record actual readings with the helper's role. Compare only this feature of these paper pieces; no rock test is implied. ### Id D46-3 ### Title Question-first Desk ### Complete instruction In Desk or paper use Next question and Evidence/boundary to keep a proposed paper comparison distinct from any supplied record. Enter actual readings only if obtained; choose Source view to keep diagram and actual-paper provenance separate. Preview does not produce a measurement. ## Evidence Question/prediction/procedure/outcome chronology; correct diagram units. Actual I03 instrument-use evidence requires actual child operation/reading, not a click or supplied-number copy. ## Next teaching For tick-counting, offer C11's interval walk. For a comparison without a boundary, offer C12's drawn-package question. Real measurement practice can be repeated with a different paper pair without altering the held source. ## Day 47 ## Title Make the record tell its story ## Question What can a small table and graph show without promising too much? ## Complete source Ordinary fictional town-display record, not real local soil data. The same described spoon size, 20 mL water addition, filter setup and 2-minute collection window were used for samples labelled R and S. Collected-water entries in mL are R: 6, 8, 7; S: 12, 10, 11. Six separate trials are shown. The notebook does not record plant growth, drinking-water quality, organism counts or long-term field conditions. The display reader asks how much was collected in each recorded trial, not which soil is always best. The adult can use the supplied record without conducting this physical procedure. ## Ordinary staff model Possible ordinary account: “These six supplied collected-water records put R at 6–8 mL and S at 10–12 mL. The R entries are lower in this setup. This is not a plant-growth or drinking-water result.” A one-trial column graph must label the selected trial rather than silently pretending to represent an average. ## Moves - Invite, 3 minutes: offer a notebook repair or a gallery-column job. Say, “Let's make the record useful to someone else.” - Read, 6 minutes: read every trial and matched condition. Explain collected water as the measured output named in this record. It does not equal everything water does in soil. - Model, 5 minutes: organise all six entries in Sample, Trial, Collected water/mL columns. Model a graph for Trial1 only with zero baseline, equal 2 mL intervals and columns at 6 and 12; label the selection. - Try together, 6 minutes: read Trial2 and compare with Trial1. Notice that selecting a trial changes particular values without altering the complete table. Ask what missing evidence would address plants or field soil. - Make, 12–15 minutes: choose a route. Keep all six table records available and identify any graph subset clearly. A paper token column is a model of supplied quantities, not a conducted soil experiment. - Return, 5 minutes: ask the reader to trace one column back to its sample/trial/number. If no reader participates, record a self-check rather than inventing peer agreement. ## Routes ### Id D47-1 ### Title Notebook rescue ### Complete instruction Make the complete six-row table from the supplied record. Circle or mark the trial you want a reader to inspect. Add an explanation of what was collected and one question the notebook cannot answer. Use raised lines/large labels or helper scribing without dropping sample or unit. ### Id D47-2 ### Title Column studio ### Complete instruction Build two columns for one named trial using oversized paper units representing 2 mL each, or draw a scale from zero. Label both sample names and the chosen trial. Discuss the all-six table afterwards so the selected pair is not mistaken for the whole study. Keep uncertain interpretations open. ### Id D47-3 ### Title Record-lens Desk ### Complete instruction Choose the Desk's explicitly supplied ordinary town record drawer, not a held source. Inspect all six unchanged entries, then consciously select a Trial1/2/3 view. Add your own explanation in the blank fields. The display changes which record is shown; it does not generate soil outcomes or tell you what to write. ## Evidence Faithful complete table, graph subset/unit/scale and a source-limited pattern. Supplied-data organisation can support I04; it does not establish conduct or real instrument use. ## Next teaching For a missing or wrong unit, read complete C13: sample A/trial1 collected8 mL and sample B/trial1 collected12 mL, with no centimetres supplied. Help the child repair Length/cm to Collected water/mL before making a paper graph. For “best soil” or tomato growth from collected-water entries, read the complete C14 P4/Q9 mL garden record and its missing-growth question. Offer actual safe paper graph construction and a source-bound explanation; do not relabel these water entries as parcel lengths. ## Day 48 ## Title A useful explanation changes a decision ## Question How can information help with a need while leaving the next result open? ## Complete source Ordinary fictional irrigation-story board. In this imagined garden only, a recorder code says BLUE = more water than this plan needs now; GREEN = enough for this plan now; RED = less than this plan needs now. At 09:00 bed L is BLUE and bed M is RED. Tomorrow is empty. The agreed fictional plan says pause adding water at BLUE and review/add the planned amount at RED with the supervising adult. This is not a calibrated local sensor or a rule for real plant care. F4 independently describes CSIRO's Chameleon research as helping farmers interpret soil water at different depths to make decisions; its page was last updated in 2022, not a 2026 result tally. ## Ordinary staff model Possible ordinary explanation: “The fictional code makes the BLUE bed's current entry a reason to pause under this plan. We still need the next entry before saying what happened later.” F4 illustrates people linking information and decisions; the imagined class board is not CSIRO's device or data. ## Moves - Invite, 3 minutes: choose a “help the garden-plan reader” job. No watering of a real plant is required. - Read, 6 minutes: read the full code, two records, plan and empty tomorrow. Read the short F4 paraphrase separately, keeping its provider, country context and 2022 publication status visible. - Model, 5 minutes: join L's supplied code to the supplied plan. Leave the tomorrow field blank and explain why following a plan is not proof of a successful result. - Try together, 6 minutes: use M instead. Ask how the information changes the proposed action and what further record would be useful. Accept different purpose-linked questions without inventing a forecast. - Make, 12 minutes: choose a decision-flap, quiet briefing or Desk route. Separate code, evidence, explanation, need and next question in a purposeful product. - Return, 5 minutes: compare two explanations if real partners participate. A quoted fictional second view can be analysed, but mark it fictional; no peer-comparison claim is earned merely by reading it. ## Routes ### Id D48-1 ### Title Garden-plan flap ### Complete instruction Make a two-panel flap with today's fictional L or M code and your own explanation for the supplied plan. The second panel is “Next record still open”. Put your own question there rather than an invented tomorrow colour. Keep the complete code beside the flap. ### Id D48-2 ### Title Quiet briefing ### Complete instruction Use four large headings: Code, Record, Plan, Next question. Explain or direct a helper through one bed's entries by spoken words, signing, AAC or pointing plus read-back. An adult may be the intended reader. This is a planning explanation, not irrigation advice for the actual school. ### Id D48-3 ### Title Evidence trail ### Complete instruction In Desk or paper make your own evidence→explanation→need trail with the complete fictional board drawer in place. Compare Source and Reader views to check attribution and audience. A manual record selection cannot create a sensor reading or a successful crop. ## Evidence A particular data-to-explanation-to-need chain, with fictional versus provider evidence and future result distinct. No physical sensor or local agronomic credit from the supplied board. ## Next teaching If action is asserted without code, offer C15's library signal record. If a forecast is invented, offer C16's transport-display next-record lesson. Later held D remains separate. ## Day 49 ## Title Make it useful for your reader ## Question What would someone be able to do with your trail? ## Complete source Ordinary fictional community-show preparation. Sami chooses a foil making trail for a younger reader, a soil-role door for a family visitor, or a copper-wire fact card for a repair-display reader. The brief asks for one source-labelled resource explanation, one visible or supplied property clue with its provenance, and one open question. A pretend reader note says “I can't tell which bit you saw.” This note is fictional feedback, not a child-tested outcome. A real invited adult or peer may give different feedback or none. ## Ordinary staff model Possible ordinary revision: “F1 names the aluminium-making route. I observed the fold in our card; I did not observe ore processing.” The added provenance phrase responds to the pretend note. A different chosen reader may need larger labels or an oral explanation instead of more text. ## Moves - Invite, 3 minutes: let learners choose who the trail is for and whether to share publicly, privately or only with a helper. - Read, 5 minutes: read the complete brief and fictional reader note. Return to the relevant full ordinary source/F card, not a slogan or cropped picture. - Model, 5 minutes: revise an ordinary foil caption for the missing provenance. Label the version before and after, and identify the reason; do not claim a real reader liked it. - Try together, 5 minutes: ask what a younger reader might need to understand a soil habitat role. Distinguish your prediction about their need from feedback actually obtained. - Make, 15–20 minutes: follow one route. Keep two own versions if wanted, compare a chosen difference and record keep/change/open with a reason. In paper work cross out or annotate only by owner choice. - Return, 5 minutes: invite a real reader's question if available and wanted. Preserve exact attribution and support; a private or incomplete product remains a legitimate learning opportunity. ## Routes ### Id D49-1 ### Title Trail gallery ### Complete instruction Make a small paper gallery card for your chosen object/role. Add source identity, clue provenance, use/importance and an open question. Use a mini-book, flap or large display label. Invite one reader only if you want; leave reader feedback empty if none occurred. ### Id D49-2 ### Title Access designer ### Complete instruction Offer the same explanation as large tactile heading cards, a signed/spoken/AAC briefing or a helper-read script. Ask an actual reader what they need if they participate; otherwise label the proposed access choice as your design choice. Keep the science relationship when changing format. ### Id D49-3 ### Title Two-version compare ### Complete instruction Use the Desk or paper twin to keep two explicitly chosen own versions. Choose them by their distinct labels in the comparison columns. Inspect one change in Source/Claim/Reader views, then enter your own reason. No automatic quality score or assistant suggestion appears. ## Evidence Purpose/audience, faithful provenance and reasoned owner-chosen revision. Format choice is not a diagnosis or guaranteed success; real feedback requires a real participant. ## Next teaching For a source-hidden revision use C17. For feedback assumed from silence use C18. Offer one targeted revision rather than remaking the whole product or revealing an unrelated held key. ## Day 50 ## Title Keep a trail, open a new question ## Question What will you keep, change or investigate next? ## Complete source Ordinary fictional end-of-show folio. Kit has a resource trail version1 and version2, both made from the ordinary F1/F2/F3 sources. A folio slip asks for the source supporting one explanation, a selected change or deliberate kept feature, and a question that needs new evidence. There is no claim that every Earth resource, every national description or a real visitor outcome has been demonstrated. An eligible corresponding held later family can be offered separately after actual first capture/decline and teaching; it is not part of Kit's ordinary folio source. ## Ordinary staff model Possible ordinary reflection: “I kept the foil route but added that the fold was my observation. My source doesn't name the mine; I could ask an adult to check a specific maker's public record.” This is a supported plan, not a verified manufacturer result. Keeping a useful feature with a reason is as legitimate as changing it. ## Moves - Invite, 3 minutes: offer private folio, shared mini-tour or an eligible later check. Say “You can keep something useful and leave something to find out.” - Read, 5 minutes: read Kit's complete ordinary account. For a held later task verify first exposure/status/support and its own prerequisites; do not substitute an ordinary product for an untouched assessment response. - Model ordinary only, 5 minutes: show Kit's reflection. Separate a next question from a completed search or test. Keep staff keys away from later own-response pages until capture or decline. - Work, 15 minutes: choose a route and make one reasoned keep/change/open decision. For held later work use only its own complete neutral source/four exact prompts and blank spaces. - Review, 5 minutes: after capture choose a matched unrelated next lesson or an ordinary next project from actual observed need. Record source, mode, child choices, support, actual operations and open evidence precisely. - Return, 5 minutes: let owners take or copy their paper/words manually. Explain the optional Desk is memory-only; finishing the learning conversation does not silently erase a paper product or send work anywhere. ## Routes ### Id D50-1 ### Title Pocket folio ### Complete instruction Put your chosen trail and a keep/change/open reason in a paper folder or brief oral/AAC record. Add one source-backed statement and one proposed next question. A helper reads your record back for you to confirm. Do not fill a future result box just to finish the page. ### Id D50-2 ### Title Later own-source ### Complete instruction If eligible and wanted, use the matching held later family's same-page complete source disclosure and four empty own spaces or exact paper mat. A helper repeats the neutral wording. Record the actual response before staff discussion; taking longer or declining changes no annual grade. ### Id D50-3 ### Title Desk wrap-up ### Complete instruction Inspect your current words and up to two chosen kept versions. Decide what you want to manually record on paper before leaving. Clear current and Start another job need confirmation when they would destroy words; cancel/Escape retain them. Choosing to leave still discards memory-only drafts. Your final reflection is your own, not an automatic summary. ## Evidence Exact own evidence, reason for one decision, genuinely open next question; separately attributed held component opportunities. Ten sessions do not establish full-year attainment. ## Next teaching Use the corresponding full unrelated next lesson for the observed component, or a practical new resource-trail job. A future local-source update requires adult factual/rights/task/model review before child use. # Twenty whole ordinary contexts ## Id C01 ## Title Lunchbox making trail ## Complete source Fictional lunchbox display: a clean foil sheet package says aluminium. The sheet is folded, and no maker or mine location is listed. F1 links bauxite to the industrial aluminium-making route. No food-contact, heat or leak trial is supplied. ## Invitation Make a tiny resource-to-object trail for a lunchbox-label reader. Choose paper drawing, spoken/AAC or a literal Desk note. ## Ordinary possible response The package names aluminium; F1 links its production with bauxite. I see a fold in this sheet. ## Boundary A fold is not a food-safety or local-mine result. ## Next try Try a different useful job for the same named metal, keeping its actual evidence boundary. ## Id C02 ## Title Costume star clue ## Complete source Fictional costume studio: a shiny star drawing is labelled made-paper model; a separate foil scrap has an aluminium package label. The star has no material certificate. ## Invitation Choose which statement belongs to which object and put a source label next to it. ## Ordinary possible response The model star is paper in the source; the labelled scrap is aluminium. Shine alone does not identify either. ## Boundary Do not identify material from colour or shine; do not infer real wearability. ## Next try Offer a dull-looking supplied aluminium drawing and ask what a label can establish that appearance cannot. ## Id C03 ## Title Repair-museum sequence ## Complete source Fictional museum cards list bauxite ore, alumina, aluminium metal and rolled foil; order and process are supplied from F1. A fifth manufacturer-space is empty. ## Invitation Arrange the four cards and explain one name change to a visitor. ## Ordinary possible response The ore and foil have different names because the source describes processing and making stages. ## Boundary The display does not reveal a manufacturer or demonstrate refining. ## Next try Choose one question for the empty manufacturer-space without inventing a supplier. ## Id C04 ## Title Rock components postcard ## Complete source Fictional postcard has a rock outline filled with big pale/dark paper blocks. Historical U02 E3 describes minerals as rock components; no component names are given here. ## Invitation Write or direct a components caption and a question about the unnamed blocks. ## Ordinary possible response The paper blocks model components; this picture cannot name their minerals. ## Boundary A paper block is not a real grain or identified mineral. ## Next try Compare a second differently coloured model while keeping both identities open. ## Id C05 ## Title Folded desk sign ## Complete source Fictional shop sign plan records a labelled foil strip bent into a curve. It needs a curved label, and the source records bending into that drawn curve only. ## Invitation Link the recorded property to the chosen sign job in one explanation. ## Ordinary possible response The supplied strip bends into the planned curve, which matters for this curved label. ## Boundary No strength, outdoor life or food-use evidence is supplied. ## Next try Choose a new need that bending does not answer, such as standing in wind, and leave a test question. ## Id C06 ## Title Lamp-wire diagram ## Complete source Fictional reading-corner drawing labels a coil copper and shows no powered circuit. F2 links copper's electrical conduction to wiring. ## Invitation Give a source-supported wiring explanation without pretending the drawing is a test. ## Ordinary possible response F2 describes copper as a good electrical conductor used for wiring; this diagram did not measure it. ## Boundary No mains, disassembly, battery experiment or observed conductivity is invited. ## Next try Explain the difference between a provider property and a feature you can actually see in the diagram. ## Id C07 ## Title Pot label with more than plants ## Complete source Fictional balcony display sketch shows leaf bits and spaces in sealed soil material. F3 describes soil roles for organisms and water as well as plants. ## Invitation Choose two roles for a visitor's fold-out card and one specimen question. ## Ordinary possible response Soils can provide habitat and regulate water; the source supports the general roles. ## Boundary The drawing gives no organism count, local water result or growth result. ## Next try Ask what observation would help tell who lives in one actual pot, without opening it now. ## Id C08 ## Title Empty habitat window ## Complete source Fictional nature-table card shows a sealed soil view with no visible worm. The accompanying F3 role card describes soil habitats. ## Invitation Make a careful caption for the empty-looking view. ## Ordinary possible response No worm is visible in this supplied view; that does not show that soil cannot be habitat. ## Boundary Absence in a small view is not a survey of all organisms. ## Next try Offer a separate fictional close-up with a labelled organism and compare only the recorded views. ## Id C09 ## Title Rain-role notice ## Complete source Fictional display writer says soil can regulate water, citing F3, and wants a water-role note. No filtered-water safety record is present. ## Invitation Make a useful role note with a clear open question. ## Ordinary possible response Soil water roles matter, but this record does not show our water is safe to drink. ## Boundary No tasting, filtration-for-drinking activity or pot-specific claim. ## Next try Choose what a suitable adult expert source would need to report for a different water question. ## Id C10 ## Title Graphite industrial clue ## Complete source A fictional electronics exhibition uses a source-labelled text card F5. The 2017 USGS publication describes graphite properties relevant to electronics and lubricants. No mine/rank or current-market data is adopted. ## Invitation Give one source-described use relationship for the exhibition reader. ## Ordinary possible response F5 links graphite properties with industrial uses; the exhibit is a text explanation, not a working device. ## Boundary No battery disassembly, powder handling or pencil composition claim comes from this card. ## Next try Ask for a more specific safely readable product-source label instead of guessing every device contains natural graphite. ## Id C11 ## Title Interval walk on paper ## Complete source Fictional tape diagram has zero, 1, 2, 3, 4 cm marks and a paper label spanning zero to four. Five tick marks bound four intervals. ## Invitation Use large paper steps or pointing to show the measured length. ## Ordinary possible response The span is 4 cm: I count the intervals from zero, not all five marks. ## Boundary Diagram reading is not measurement of an actual rock or scaled instrument operation. ## Next try Measure a different actual paper strip with a familiar ruler if supervised and wanted; keep its own record. ## Id C12 ## Title Drawn parcel bases ## Complete source Fictional parcel drawings P and Q have printed base labels 3 cm and 5 cm. Print-size changes do not change the supplied recorded labels. ## Invitation Compare the supplied drawn bases and label the evidence source. ## Ordinary possible response Q is 2 cm longer than P in this supplied record; I have not measured actual parcels. ## Boundary No weight, strength or actual object dimension follows. ## Next try Offer actual large paper shapes and write a prediction before obtaining their own ruler readings. ## Id C13 ## Title Repair table units ## Complete source Fictional display notebook lists sample A, trial1, collected water8 mL; sample B, trial1, collected water12 mL. It supplies no centimetres. ## Invitation Repair a table that wrongly labels its last column Length/cm. ## Ordinary possible response The column is Collected water/mL because those are the quantities supplied. ## Boundary A numeric difference alone does not identify the measured quantity. ## Next try Try an unrelated parcel-length table and choose its actual quantity/unit before graphing. ## Id C14 ## Title A question bigger than its data ## Complete source Complete original fictional garden card, not local soil data. In one supplied trial, samples P and Q use the same described spoon size, each receives20 mL water, and the same filter setup and2-minute collection window are used. The labelled collected-water entries are P4 mL and Q9 mL. A visitor asks which soil grows the tallest tomatoes. No plant-growth, soil-quality, organism-count or drinking-water entries exist; no real child conducted this trial. ## Invitation Give a useful response that shows both a supported comparison and missing evidence. ## Ordinary possible response In this supplied single trial, P collected4 mL and Q9 mL, so P’s recorded amount is5 mL less under the stated setup. These are collected-water outputs, not tomato heights. I cannot rank tomato growth from this record. ## Boundary Collected water is not a universal soil-quality score. ## Next try Propose a specific separate growth question and suitable longer evidence; no plant result is invented. ## Id C15 ## Title Library signal plan ## Complete source Fictional library display code says Circle = shelf needs review and Square = review complete. The log shows Circle at10:00, future10:30 blank. ## Invitation Explain the current plan decision using the whole supplied code. ## Ordinary possible response Circle tells the reader to review this shelf under this fictional plan; later completion is unknown. ## Boundary This is an ordinary reasoning analogue, not a soil sensor or a real library event. ## Next try Choose a question for the next record that would distinguish planned from completed work. ## Id C16 ## Title Transport-board next record ## Complete source Fictional depot sign shows current red card = inspect the display label, blue = label inspected. The next row has no entry. ## Invitation Make a current decision and a next-record question. ## Ordinary possible response The red record supports the inspect-label plan; I need the later entry before saying it was inspected. ## Boundary Do not promise transport safety or identify an actual depot. ## Next try Use another invented code with an explicitly different legend and reread it before deciding. ## Id C17 ## Title Source-hidden revision ## Complete source Fictional two captions: version1 says “This rock came from here”; version2 says “The supplied drawing does not name a quarry.” Neither names an actual place. ## Invitation Choose a keep/change/open reason for a display reader. ## Ordinary possible response I prefer the bounded second caption because it does not invent a local quarry. ## Boundary No caption establishes real location or mining permission. ## Next try Add a reviewed public source date if one is actually available; otherwise keep location open. ## Id C18 ## Title Silence is not a review ## Complete source Fictional show invitation has no reader response. The owner wonders whether the trail was useful. ## Invitation Write an honest feedback record and a possible invitation. ## Ordinary possible response No feedback was supplied. I could ask a willing reader what they understand about my source. ## Boundary A silent or imagined reader is not evidence of uptake, access success or agreement. ## Next try Use one actual consensual question if available, then distinguish that reply from your own design choice. ## Id C19 ## Title Two jobs, same resource ## Complete source Fictional maker chooses a source-labelled aluminium foil backdrop or a source-labelled aluminium-can diagram; F1 names both general uses. No specific product performance is tested. ## Invitation Choose a job and explain what source and further observation would help. ## Ordinary possible response The same named metal has different uses; my chosen job needs its own evidence. ## Boundary Do not transfer a folding observation to can strength or recycling outcomes. ## Next try Make a second explanation for the other reader with a different open question. ## Id C20 ## Title A trail worth keeping ## Complete source Fictional folio contains an owner-chosen soil-role card citing F3 and an empty local-observation page. It is ready for a private reader but not a completed field study. ## Invitation Give one supported feature to keep and a new question. ## Ordinary possible response I will keep the source-linked habitat role and leave local organism observations open. ## Boundary Keeping a feature is legitimate; no annual mastery or local result is claimed. ## Next try Choose one small future evidence job with adult review and a different product, such as a water-role bookmark. # Ten complete home, project, worksheet and written read-aloud sets ## Id S01 ## Day 41 ## Home ### Id H01 ### Complete activity Pocket-shop detective, 5 minutes, no purchases: look with an adult at a safe labelled object or use C01 in full. Say one thing a label supplies and one thing it leaves open. Make a tiny “source / useful job / question” card. The adult reads labels, keeps food/electrical safety decisions separate and scribes your words if wanted. If no object is convenient, point to the supplied foil account; no local-object observation is then claimed. ## Project ### Id X01 ### Complete activity X01 — Visitor trail badge, 15–25 minutes or two short visits. Materials: large plain paper, writing or AAC, complete C01/C06 and F1/F2. Choose lunchbox reader or lamp-display reader. Read the chosen complete context, name its source, make a three-part resource/job/question badge and explain one connection. Invite an actual reader only with consent. Keep unknown manufacturer/mine open. An acceptable ordinary possible badge names the labelled metal and a source-described use; it does not prove performance. Record whether the child chose, linked and questioned or the adult supplied a step. ## Worksheet ### Id W01 ### Complete activity W01 — Label, clue, question. Read C01 complete. Four empty spaces: 1 What does the package label supply? 2 What fold detail is supplied in the account? 3 What useful job would your reader want explained? 4 What location or test remains open? Respond with drawing/words/spoken-scribed/AAC, one space at a time if useful. Staff ordinary discussion may connect aluminium to F1 after the response; this is not a held assessment. ### Own spaces - - - - ## Written narration ### Id N01 ### Transcript Let’s give a useful thing a backstory. This ordinary card is labelled aluminium. We can see a fold in the story, and a source describes a making trail from bauxite. That source did not tell us where this particular sheet came from. You can make a pocket trail, a quiet explanation or a big heading card. Pick a job that matters to your reader. Leave a space for what you still want to find out. A small honest clue can be useful. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S02 ## Day 42 ## Home ### Id H02 ### Complete activity Backstory concertina, 5–8 minutes: use the four complete supplied stages from Day42. Fold or direct an adult to fold four panels. Read each name in order and add a question about the unknown maker. Use large flat cards if folding is tiring. This is a source-described manufacturing story, not a kitchen experiment; do not heat or extract material. ## Project ### Id X02 ### Complete activity X02 — Repair-display route map, 20 minutes split if wanted. Materials: complete C03/C04, four large cards, paper arrows and words/pointing support. Put ore, alumina, metal and foil on a source-labelled path. On a separate mat model rock components with paper tiles, leaving names unknown. Make a reader note explaining how a making path differs from a component model. A possible ordinary response names the beginning resource and final made product; tiles do not become identified minerals. Ask an actual reader what one arrow means only if available. Keep the original stage sources visible throughout. ## Worksheet ### Id W02 ### Complete activity W02 — A making path. Read the complete Day42 account. Four empty spaces: 1 What is the named beginning resource? 2 What is the named final made product? 3 What source supports the order? 4 What does the rock-component model not identify? Write, draw, dictate or use cards without a completed example inside an own space. Staff can discuss C03 afterwards; ordinary practice does not substitute for an untouched held response. ### Own spaces - - - - ## Written narration ### Id N02 ### Transcript A thing can have several names as people make it. The source describes bauxite ore, alumina, aluminium metal and foil. This is an industrial story; we are reading its stages, not doing that processing. Our paper rock model tells a different story about components. Its colours do not name minerals. Try a path or a components picture and label what your model means. You can leave the maker or mine as a question. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S03 ## Day 43 ## Home ### Id H03 ### Complete activity Make a prop note, 5 minutes: choose the complete C05 folded-sign account or a safe plain-paper shape at home. Name the job, one supplied or actual paper property and an open performance question. Attribute your own paper observation accurately; a paper bend is not an aluminium test. No electricity, food-use claim or outdoor trial is required. ## Project ### Id X03 ### Complete activity X03 — Puppet-maker help card, 20–30 minutes. Materials: complete Day43 workshop/F1/F2, large paper, optional safe plain-paper prop. Choose backdrop, sign or lamp-display reader. Make one property-to-job explanation and a separate boundary flap. If using an actual paper prop, record its real behaviour and call it paper. Include provider conduction only as source-described copper knowledge; never wire a circuit for this job. A possible ordinary response links the supplied curve to the backdrop need while leaving stability open. A reader can ask a question; absent feedback stays empty. Revise one phrase or keep it with a reason. ## Worksheet ### Id W03 ### Complete activity W03 — Job, property, evidence. Read C05 and C06 complete. Empty spaces: 1 Choose one job. 2 What property is relevant to that job? 3 Is your clue supplied, provider-described or actually observed? 4 What further performance is unknown? Keep two sources distinct if choosing to use both. A helper may write verbatim and read back; the evidence record names that support. ### Own spaces - - - - ## Written narration ### Id N03 ### Transcript A property can help with a job. In our story a bend matters for a curved backdrop. In a separate source, copper’s electrical conduction matters for wiring. A picture of a wire did not test conduction. You can explain one useful link without calling a material best for everything. Make your own prop note or quiet explanation. Add a question for a performance we have not checked yet. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S04 ## Day 44 ## Home ### Id H04 ### Complete activity Soil-role doors, 5–8 minutes: read C07/C08 and F3 without handling soil. Choose habitat or water as well as plants. Draw a general role and label any imaginary organism as imagined. Tell an adult one thing the supplied view cannot show. You do not need a garden, purchase or dirty-material activity. ## Project ### Id X04 ### Complete activity X04 — Soil display for busy visitors, two 15-minute sessions. Materials: complete Day44/F3, three big headings, paper flaps or AAC. Make Plant, Habitat and Water doors. Explain two source-supported roles with one specimen-level unknown each. Put the full source card beside the doors so a visitor can check it. A possible ordinary habitat door says soil can be habitat but our sketch names no organism. Do not promise drinking-water safety or plant growth from the general role. Invite a visitor question or self-check whether your source and actual observation are distinct. Keep the product for a later source update rather than requiring field collection. ## Worksheet ### Id W04 ### Complete activity W04 — What a view shows. Read Day44 complete. Empty spaces: 1 Name a supplied visible feature. 2 Give one source-described soil role. 3 What organism or local water result is not supplied? 4 What question would help your chosen reader? It is fine to answer by pointing to headings plus confirming the helper’s words. No animal label or complete role sentence appears prefilled. ### Own spaces - - - - ## Written narration ### Id N04 ### Transcript Soil has more than one useful role. A source describes plant support, habitat and water roles. Our little display sketch shows leaf bits and spaces; it does not show which animals live in a real pot. A habitat can matter even when a small picture shows no worm. Pick a door for your reader. Tell them which idea comes from the source, and leave a useful local question open. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S05 ## Day 45 ## Home ### Id H05 ### Complete activity Museum question pocket, 5 minutes: use the complete ordinary Day45 museum account. Make one components caption and one open token question. Let your child choose words, drawing, AAC or a pass. Do not open a held later source or staff key as a home game before an agreed first response; home practice is not a check quota. ## Project ### Id X05 ### Complete activity X05 — Components postcard exchange, 20 minutes. Materials: complete C04 and ordinary Day45, large paper component shapes. Make a postcard that explains rock components without naming them from colour. On the back leave a question about a separately unlabelled token. Invite an actual recipient or use a private imagined reader clearly labelled imagined. A possible ordinary caption says the paper components model a relationship and do not identify the minerals. Keep both surfaces part of the full source, so an attractive picture does not erase the unknowns. If a child declines writing, direct a helper through large components and confirm the recorded meaning. ## Worksheet ### Id W05 ### Complete activity W05 — Ordinary museum note. Read Day45 ordinary source complete. Empty spaces: 1 What relationship does the components source describe? 2 What does the drawing model? 3 Which names remain unknown? 4 What would you ask about the token? These ordinary prompts are separate from all eight held-source prompts. Record actual source exposure and support rather than treating worksheet length as a grade. ### Own spaces - - - - ## Written narration ### Id N05 ### Transcript You can show an idea before you see another clue. Today you might choose an ordinary museum caption or, with your adult, one separate own-source check. There is no race and no hidden answer in your empty spaces. In the ordinary model, paper pieces show components, and names can stay unknown. A question is useful work too. You can ask for help, choose a different route or pass. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S06 ## Day 46 ## Home ### Id H06 ### Complete activity Paper ruler helper, 5–10 minutes: with an adult and familiar ruler choose two large plain-paper pieces on a clear desk. State a question and visible-clue prediction before measuring. Align zero, read endpoints and record actual cm values; note who operated/read the ruler. If no ruler or energy is available, use the complete Day46 diagram and call it supplied diagram reading. ## Project ### Id X06 ### Complete activity X06 — Storeroom base card, two 15-minute sessions. Materials: complete Day46, familiar cm ruler and large plain-paper rectangles only if local adult approves. Choose diagram explanation or actual-paper comparison. Write the exact base question and source/mode. For actual work record a prior prediction, matched ruler/orientation, procedure and obtained readings; stop if alignment is uncomfortable or unsafe. For the supplied drawing use 4/6 cm with its identity, never pretend to predict an already supplied outcome. Make a useful size card with a boundary about hardness and real-rock dimensions. A possible diagram explanation compares T and S by 2 cm; actual-paper work must keep its own different results. ## Worksheet ### Id W06 ### Complete activity W06 — Question before result. Read Day46 complete. Empty spaces: 1 What exact feature will you compare? 2 What is your prediction or, if using the retrospective diagram, which prior prediction is not available? 3 What procedure/matched factors and safe stop suit your mode? 4 What supplied or actual readings and boundary can you record? Label prediction, plan and obtained outcome separately; staff does not replace actual data with the diagram values. ### Own spaces - - - - ## Written narration ### Id N06 ### Transcript Ask a small question before you measure. Which base is longer? In the supplied diagram S is four centimetres and T is six, but those numbers are already in the story. They are not your secret future result. If you try new paper pieces, make your prediction first, then use the ruler and keep what you really read. Counting intervals from zero helps. A length does not tell us hardness or where a rock came from. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S07 ## Day 47 ## Home ### Id H07 ### Complete activity Table-to-column check, 5–8 minutes: use the complete Day47 six-row record. Choose one named trial and draw two columns with a zero baseline and equal mL scale. Read each back to its sample/trial/table entry. Keep the all-six source visible; no water or soil setup is needed, and no universal soil-quality verdict follows. ## Project ### Id X07 ### Complete activity X07 — Notebook rescue gallery, two 15-minute sessions. Materials: complete Day47 record, large paper or unit cards. Make all six Sample/Trial/Collected-water-mL rows. Choose a trial consciously and represent its two values on a zero-based equal-interval column graph. Put the full table beside it and state the subset selection. A possible ordinary comparison describes R’s lower recorded collection values within this setup, not better growth. Ask a willing reader to trace a chosen column to its source or do a self-check honestly. Add a missing-evidence flap for a different question about plants or local soil. No physical trial is required or credited. ## Worksheet ### Id W07 ### Complete activity W07 — Keep all six records. Read Day47 complete. Empty spaces: 1 Make or direct the complete table with sample/trial/unit. 2 Which trial will your columns show? 3 What comparison is supported by the complete record? 4 What different question remains unanswered? Use large units, verbal listing or AAC with a helper if drawing is tiring; the actual chosen representation and support are recorded. ### Own spaces - - - - ## Written narration ### Id N07 ### Transcript A table can stop a record getting lost. Our town-display notebook has six supplied collected-water entries. A graph can show one chosen trial, but the reader needs its name and unit. Keep the complete table beside it. Lower collected water in this setup is a pattern; it is not a promise about tomato growth or safe drinking water. Make a record a reader can trace back. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S08 ## Day 48 ## Home ### Id H08 ### Complete activity Plan not promise, 5 minutes: use Day48’s complete fictional code and bed entries. Explain one present decision and leave tomorrow open. The adult reads the whole code before responding. Do not use this pretend code as advice for a real household plant; a real plant question needs its own reviewed information. ## Project ### Id X08 ### Complete activity X08 — Decision flap for a garden-plan reader, 20–30 minutes. Materials: complete Day48 and F4, paper flaps/heading cards or AAC. Choose L or M; keep the complete fictional legend visible. Make Record, Explanation, Plan and Next-evidence panels. Read F4 as a separate historical provider example of information supporting decisions, without adopting old uptake/yield numbers. A possible ordinary L explanation uses the BLUE record to justify the fictional pause plan; tomorrow remains empty. Invite a real reader’s question or mark it imagined. Do not simulate a real sensor or claim improved crop results. The practical product is an understandable decision trail. ## Worksheet ### Id W08 ### Complete activity W08 — Code to need. Read Day48 complete. Empty spaces: 1 Which bed and supplied code did you select? 2 What does that code mean under this fictional legend? 3 How does it support the supplied plan? 4 What later evidence is still needed? No colour or action is preselected in your own spaces. A quiet reading gives the same source without an automatic sound or flashing signal. ### Own spaces - - - - ## Written narration ### Id N08 ### Transcript Information can help a decision. In our fictional garden plan, blue and red have meanings written in a code. Read that code before you decide. It can support today’s proposed action without telling us tomorrow’s result. A separate CSIRO source describes soil-water information helping farmers. Our paper board is not their sensor. Make a trail that helps a reader see the reason and the next question. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S09 ## Day 49 ## Home ### Id H09 ### Complete activity One useful revision, 5–8 minutes: choose an ordinary trail already made or C17 complete. Ask a willing family reader one question about its source, or label a pretend question as imagined. Change or keep one feature with your child’s reason. No filming, account, upload or public sharing is needed. Keep actual silence as no feedback. ## Project ### Id X09 ### Complete activity X09 — Reader-ready resource mini-show, two 20-minute sessions. Materials: ordinary full source of choice, F1/F2/F3, existing own work, big paper/Desk/paper headings. Choose a real or explicitly imagined reader and one useful outcome: trace a resource, understand a soil role or distinguish evidence from an open claim. Make an initial version, ask one actual question if consented and available, then make or deliberately keep a second version with a reason. A possible ordinary change labels the foil fold as observed and making trail as provider information. Adapt size, speech/AAC or tactile headings while keeping that meaning. Record support and feedback truthfully; no audience success is assumed. ## Worksheet ### Id W09 ### Complete activity W09 — Owner-chosen versions. Read Day49 complete. Empty spaces: 1 Who is your chosen reader and useful job? 2 Which source supports your explanation? 3 What feature will you keep or change, and why? 4 What feedback actually occurred, or what is still imagined/open? No “reader loved it” tick is preset. A helper can read both own versions aloud and let you confirm the difference. ### Own spaces - - - - ## Written narration ### Id N09 ### Transcript Your reader might need a larger label, a quiet explanation or a clearer source. Pick what would help them use your trail. You can keep a good feature instead of changing everything. If someone really gives feedback, name it as their feedback; if nobody replies, leave that part open. Compare your own versions and give a reason for one choice. The tool won’t score or rewrite your words. ### Status Written read-aloud transcript only; no audio generated or listening-tested ## Id S10 ## Day 50 ## Home ### Id H10 ### Complete activity Keep and question pocket, 5 minutes: choose one ordinary product. Give a reason to keep/change/open one feature and an evidence question for later. Let your child take the paper, dictate one note or pass. Leaving the optional digital Desk loses its temporary memory work; manually record chosen words before departure if wanted. ## Project ### Id X10 ### Complete activity X10 — Resource-trail folio, two 15-minute visits. Materials: one or two own ordinary products, their complete sources, paper folder/AAC or Desk. Choose one supported explanation and keep its source beside it. Record one owner-chosen version decision, one unknown and one manageable proposed evidence job. A possible ordinary next job asks an adult to check a specific public maker source; it is not a completed search or a mine visit. A real reader can use the folio privately; sharing is optional. For later held assessment use a separate source/prerequisite gate and record, not this ordinary product as an untouched response. The folio is a partial learning trail, not annual certification. ## Worksheet ### Id W10 ### Complete activity W10 — A useful next trail. Read Day50 complete. Empty spaces: 1 Which source-backed feature will you keep? 2 What own change or open decision has a reason? 3 What evidence is still missing? 4 What manageable new question or proposed plan follows? Record only actual work and chosen support; “next” is not a promised successful outcome. These four ordinary prompts do not replace the matched held family prompts. ### Own spaces - - - - ## Written narration ### Id N10 ### Transcript Keep a trail that helps someone. You can name a source, explain a useful job and leave a question for later. A question about a maker or a local place needs its own evidence; we won’t fill it in just to finish the page. You can carry your paper home or manually keep chosen digital words before leaving. Today’s work is one part of learning Science, not a certificate for a whole year. ### Status Written read-aloud transcript only; no audio generated or listening-tested # STAFF: eight complete first/later assessment and individual teaching chains ## Id A-first ## Title Parcel-stage fold card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional parcel-stage account. The maker needs a bendable display card for a curved sign, not a real food wrapper. PackageK names aluminium foil. Supplied observation at the story table: K has a visible fold and can be bent into the drawn curve. F1 describes bauxite as a common ore in the industrial aluminium-making route and thin rolled foil as a use of aluminium. No ore processing was observed at this table, no mine/manufacturer is named, and the sign has not been tried outdoors or by an actual parcel reader. A separate unlabelled shiny drawingJ gives no material identity. The maker wants a useful resource/property/job note and a new question. ## Exact four prompts - Name one supplied property of K and the source that links its named material to an Earth resource. - Separate what the story-table observer recorded from what F1 describes. - For the curved-sign job, offer a choice using a clue and say what remains untried. - Ask one useful new question for the maker, leaving its result open. ## Own values - - - - ## Components ### Exact prompt Name one supplied property of K and the source that links its named material to an Earth resource. ### Exact criterion One supplied fold/bending property of K, plus F1 as source linking aluminium with bauxite. No real ore identification or mine name required. ### One staff possible response K has a supplied visible fold/bending record. F1 links its named aluminium to the bauxite making route. ### Initial own value ### Full unrelated next lesson #### Id N01 #### Title Fabric-display label trail #### Whole unrelated source Fictional costume drawing has labelP “cotton fabric” and a supplied note “folded edge”. The origin card in this story says cotton fibre is used in making this fabric; no farm name is supplied. A shiny trimQ has no material label. #### Ordinary staff possible model P’s folded edge is a supplied property; the origin card supplies its cotton-fibre link, not a farm observation. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the separate Property and Source-link headings usingP, then leaveQ’s origin unknown. Explain that a visible fold does not establish the material identity. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Complete different fictional basket display. LabelR says paper; the supplied property note says curved handle. The entire invented making card reads: “R: paper. In this story, R’s paper making-source is wood fibre. No forest, mill or maker place is named.” Ask the child to separate the supplied handle property from this named making-card link. The card is fictional source evidence, not the child’s observed making process or a verified origin for their own paper. No real basket strength trial exists. #### Child invitation Give the basket reader one property and one supplied making-source link. #### Observable evidence Child separates a supplied property from its resource-source attribution without inventing an origin place. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-1 ### Exact prompt Separate what the story-table observer recorded from what F1 describes. ### Exact criterion Observed/supplied fold or bending record distinguished from provider industrial route; source observation is not child observation. ### One staff possible response The fictional observer recorded K’s fold/bend; F1 describes industrial making, which was not observed at this table. ### Initial own value ### Full unrelated next lesson #### Id N02 #### Title Bakery-board source and event #### Whole unrelated source Fictional bakery drawing: the observer’s note says “paper menu folded”. A separate reference card says the story bakery uses written menus to list items. No food preparation was observed. #### Ordinary staff possible model The fold is the supplied observer note; the separate reference is not an observed baking event. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model two evidence lanes, Observer note and Separate reference, and keep unobserved baking off both outcome lanes. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional rehearsal board: observer note says the sign was placed beside a door; a separate story guide says signs can carry directions. No audience use is recorded. Ask which statement was a particular note and which was general information. #### Child invitation Help a rehearsal reader keep the placed-sign note apart from the general guide. #### Observable evidence Child distinguishes particular supplied observation and reference knowledge and leaves the missing audience event open. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-2 ### Exact prompt For the curved-sign job, offer a choice using a clue and say what remains untried. ### Exact criterion Relevant K or source-faithful open choice linked to supplied bend/curve clue, with outdoor/actual-reader trial open. No blanket best-material claim. ### One staff possible response I could try K for the curve because its supplied record bends into it; outdoors and the real reader trial remain untried. ### Initial own value ### Full unrelated next lesson #### Id N03 #### Title Map-pocket reader choice #### Whole unrelated source Fictional walking-map plan needs a wide label for a drawn route. OptionP is a wide paper panel with a supplied note that all route words fit; optionQ is a narrow panel with no fit record. No actual walker has used either. #### Ordinary staff possible model P has a source clue relevant to the label job; the actual walker trial remains open. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Name the reader job first, then modelP’s exact fit clue and the untried-use limit rather than judging its colour. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-library plan needs room for three drawn toy names. CardM’s supplied layout fits them; N’s layout is not supplied. No real borrower use is recorded. Invite a choice, supporting clue and untried-user boundary. #### Child invitation Choose a label for the toy-library reader using one clue and one open trial. #### Observable evidence Child links a choice to a named job and exact source clue while preserving untried actual use. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-3 ### Exact prompt Ask one useful new question for the maker, leaving its result open. ### Exact criterion Own question relates to material/source/curved-sign purpose; no new action or result demanded. ### One staff possible response Which further record would help us know whether this sign stands outdoors? That result is not supplied. ### Initial own value ### Full unrelated next lesson #### Id N04 #### Title Game-instruction open enquiry #### Whole unrelated source Fictional game booth needs a start instruction; a draft card exists but no players have used it. The owner wants to improve its usefulness. #### Ordinary staff possible model Which instruction would a willing player look for first? No use result is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a purpose-linked question about the start job and leave a response blank, rather than declaring players understood. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft display has a return-box label and no visitor replies. The owner wants readers to find the box. Invite a related further question; do not require a test or predict success. #### Child invitation Ask something that would help the return-box reader, and keep the reply open. #### Observable evidence Child gives a purpose-linked open question rather than an invented user outcome or mandatory action. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id B-first ## Title Tree-pot viewing card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional tree-pot viewing account. A sealed display sketch P shows brown particles, two leaf pieces and spaces. Its picture window shows no visible animal; organism identity/count, nutrients, water movement and plant growth are not measured. F3 describes soil roles in supporting plants, providing habitat and regulating water. That general account is not a result from this display or proof that a particular pot cleans drinking water. The visitor’s job is to understand two useful soil roles and a view-level limit. A possible later observation plan would keep the sealed display closed, use the same view/window and record visible features; no observation has yet been conducted by the child. ## Exact four prompts - Name two visible features supplied in P, without adding an unseen organism. - Use F3 to describe one soil role and say what P does not establish about that role. - What local organism or water result remains unknown in this account? - With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison. ## Own values - - - - ## Components ### Exact prompt Name two visible features supplied in P, without adding an unseen organism. ### Exact criterion Two of particles, leaf pieces, spaces from supplied view; no unseen organism/count invented. ### One staff possible response The supplied sketch shows particles and two leaf pieces; it gives no visible animal. ### Initial own value ### Full unrelated next lesson #### Id N05 #### Title Transport-display visible features #### Whole unrelated source Fictional bus-stop model drawing shows a rectangular sign, two seats and an empty area behind a panel. No people or hidden timetable are visible. #### Ordinary staff possible model The sign and seats are supplied visible features; the hidden area gives no passenger count. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model selecting two visible features and marking the concealed area unknown, avoiding a story invented behind the panel. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-window drawing shows a round clock and a shelf with three paper outlines; the lower cupboard is closed. Invite two visible features without adding hidden stock. #### Child invitation Give two actual supplied view features for the shop-window reader. #### Observable evidence Child names supplied visible features and does not populate an unseen area from imagination. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-1 ### Exact prompt Use F3 to describe one soil role and say what P does not establish about that role. ### Exact criterion One accurate F3 role with corresponding specimen-level organism/water/growth unknown. General habitat role not disproved by no visible animal. ### One staff possible response F3 describes habitat; P does not establish which organisms live in this pot. ### Initial own value ### Full unrelated next lesson #### Id N06 #### Title General storage role and particular cupboard #### Whole unrelated source Fictional information card says this story’s cupboards can store drawing supplies. A particular closed cupboard drawing gives no contents. The artist wants a useful label. #### Ordinary staff possible model The source supplies a general storage role; this closed drawing does not show its actual contents. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Source role versus Particular evidence and explain why a closed view is not proof that the role is impossible. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional theatre reference says stages can host performances; its empty stage drawing has no performance record. Ask for the source role and what this particular view does not establish. #### Child invitation Help the theatre reader name a role and a view-level limit. #### Observable evidence Child separates a general source role from an unsupported particular outcome or contents claim. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-2 ### Exact prompt What local organism or water result remains unknown in this account? ### Exact criterion One stated local organism identity/count or water movement/safety result unknown; no claim of no habitat or safe water. ### One staff possible response No organism identity/count or local water movement result is supplied. ### Initial own value ### Full unrelated next lesson #### Id N07 #### Title Museum record with missing details #### Whole unrelated source Fictional museum crate record says three display cards arrived but gives no material label or sender location. A visitor asks where the cards were made. #### Ordinary staff possible model The count is supplied; maker location and material remain unknown. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the known count separately from missing details; explain missing is neither zero nor a guessed place. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional library parcel record gives one package but no contents or departure town. Invite a supported known fact and one genuinely missing detail for a reader. #### Child invitation Mark one detail the library parcel account does not supply. #### Observable evidence Child recognises a source-specific missing detail without filling it by guess or treating missing as none. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-3 ### Exact prompt With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison. ### Exact criterion One relevant sealed/safe viewing-record step and one relevant same window/view condition; plan only, no actual conduct required. ### One staff possible response Keep the display closed, record visible features through the same window; keep the viewing area similar. ### Initial own value ### Full unrelated next lesson #### Id N08 #### Title Noticeboard comparison plan #### Whole unrelated source Fictional noticeboard plan asks whether larger title letters help locate a heading. Two same-size paper layouts are available; no reader trial exists. The safe plan uses paper on a clear desk. #### Ordinary staff possible model For the proposed comparison, change title-letter size and keep layout/view distance similar; no reader outcome is yet known. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Use the supplied scaffold Question, Step, Similarity, Stop and label every entry as proposed rather than performed. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional postcard plan asks about border width on a paper display. Keep card size and viewing spot similar, change only the border and use a clear desk; no effect on readers is supplied. Invite one safe proposed step and one similarity. #### Child invitation Plan one paper-viewing step and a relevant similarity for the postcard job. #### Observable evidence Child proposes a relevant safe step and matching condition without claiming an investigation already happened. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id C-first ## Title Display ledge diagram ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional display-ledge diagram account. Drawn labelled bases M and N use a printed centimetre scale from zero with equal1cm intervals. M spans0–3cm; N spans0–5cm. Those are supplied diagram readings, not dimensions of real rocks or the child’s own ruler measurements. The diagram records no prior prediction. Its display-reader job is to compare these two drawn bases accurately. A separate new plain-paper measuring plan could ask which chosen paper base is longer, use a familiar centimetre ruler with zero aligned and the same base direction, and keep an actual prediction before its own measurement. No new paper result is supplied. ## Exact four prompts - Compare the two supplied drawn base lengths with their unit and a real-object limit. - Is a before-measurement prediction supplied here? Explain using the account. - Make two matching record rows for M and N with supplied base length and source/unit. - With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open. ## Own values - - - - ## Components ### Exact prompt Compare the two supplied drawn base lengths with their unit and a real-object limit. ### Exact criterion M3cm/N5cm comparison, N longer by2cm or equivalent faithful relation, diagram-only limit; no actual rock/ruler operation credit. ### One staff possible response N’s supplied drawn base is5cm and M’s3cm, so N is2cm longer in this diagram; real-rock dimensions are not measured. ### Initial own value ### Full unrelated next lesson #### Id N09 #### Title Parcel drawing scale #### Whole unrelated source Fictional parcel diagram gives baseA2cm and baseB4cm on a labelled scale. It records drawings, not actual parcels, mass or strength. #### Ordinary staff possible model B’s drawn base is2cm longer; this does not measure actual parcels. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model units and difference on supplied drawings and attach the diagram-only caption before discussing other properties. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-tile drawing gives widthP6cm and Q8cm. These are supplied drawing labels; no actual tiles were measured. Invite the width relation and a real-object boundary. #### Child invitation Give the shop reader a labelled drawing comparison and limit. #### Observable evidence Child compares the supplied quantities with units and avoids transferring them to actual objects or unrelated properties. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-1 ### Exact prompt Is a before-measurement prediction supplied here? Explain using the account. ### Exact criterion No prior prediction recorded; supplied retrospective readings not mislabelled as child's prior prediction. ### One staff possible response No before prediction is supplied; the diagram lengths are already recorded. ### Initial own value ### Full unrelated next lesson #### Id N10 #### Title Finished delivery record and missing prediction #### Whole unrelated source Fictional courier notebook says a paper parcel was placed on shelf2 at14:00. It contains no earlier prediction or intended stopping shelf. The owner wants an honest event caption. #### Ordinary staff possible model The after placement is recorded; no prior prediction is available to compare. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a retrospective record and a separate empty Before prediction lane. Do not convert a known result into a past expectation. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft notebook reports a folded card stood after the trial, but contains no before idea. Invite the child to identify the report and whether a prospective prediction exists. #### Child invitation Tell the craft reader whether the before idea is actually supplied. #### Observable evidence Child separates retrospective outcome from an absent prior prediction and does not invent a comparison. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-2 ### Exact prompt Make two matching record rows for M and N with supplied base length and source/unit. ### Exact criterion Two faithful M3cm/N5cm diagram rows with source/unit; table/drawing/AAC/exact dictation valid. ### One staff possible response M—supplied diagram base3cm; N—supplied diagram base5cm. ### Initial own value ### Full unrelated next lesson #### Id N11 #### Title Sports-display data pairing #### Whole unrelated source Fictional sports poster notebook records TeamP2paper pennants and TeamQ4paper pennants. It does not record actual match scores. #### Ordinary staff possible model P pairs with2pennants, Q with4pennants; these are display-item counts. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a Team/Display-count table with units and source, keeping its numbers out of a Match score heading. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art-display notebook lists PanelR3drawn circles and PanelS1drawn circle. No visitor preferences are recorded. Invite two faithfully paired panel/count rows with their source. #### Child invitation Make two source-labelled art rows without turning counts into votes. #### Observable evidence Child retains label/value/quantity/source pairing in a representation; absent different quantities are not invented. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-3 ### Exact prompt With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open. ### Exact criterion Relevant familiar-cm-ruler zero/endpoint/unit step for actual paper plan, no performed measurement/result demanded. ### One staff possible response Align ruler zero with the chosen paper base, read its endpoint in centimetres and record it if actually measured; no new result yet. ### Initial own value ### Full unrelated next lesson #### Id N12 #### Title Paper-window measuring plan #### Whole unrelated source Fictional model-shop job needs a paper-window width record. No width result is supplied. A familiar cm ruler and a clear table are proposed. #### Ordinary staff possible model Align zero at one width edge, read the other endpoint and record cm only after actually measuring. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the proposed zero/endpoint procedure using a blank diagram with no invented length. Distinguish a demonstrated step from a obtained result. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional card-holder job needs a paper-card height. No height value exists. Invite one suitable zero/endpoint/unit step for a familiar ruler and keep the new outcome empty. #### Child invitation Give a paper-card measuring step, not a made-up height. #### Observable evidence Child proposes a relevant instrument-reading procedure and preserves the unperformed result boundary. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id D-first ## Title Garden-monitor planning card ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional garden-monitor planning account. The plan’s invented legend says triangle = review the water plan now; circle = review already logged. At09:00 trayP shows triangle; trayQ shows circle. The next record at10:00 is empty. The plan is to check the written water record when triangle appears; neither symbol measures water content or proves irrigation success. F4 separately describes CSIRO research using soil-water information to support farmer decisions, on a page last updated16November2022. No CSIRO sensor, real garden outcome or actual child measurement appears here. Fictional readerR says “Pneeds a review”; fictional readerS says “all future work is complete”. Those are story views, not real peer opinions. Job: explain a present record and a useful next evidence question. ## Exact four prompts - Use one supplied symbol/record to explain the plan’s current decision, without inventing later success. - Separate F4’s general provider example from the fictional monitor card. - Compare the two fictional reader views with the supplied record and keep their status clear. - Ask a further evidence question for the plan reader, leaving its actual result open. ## Own values - - - - ## Components ### Exact prompt Use one supplied symbol/record to explain the plan’s current decision, without inventing later success. ### Exact criterion One exact legend+tray record linked to review/already-logged plan; future outcome unknown. ### One staff possible response P’s triangle at09:00 means review the plan now under this fictional legend; the10:00 result is empty. ### Initial own value ### Full unrelated next lesson #### Id N13 #### Title Library-log decision trail #### Whole unrelated source Fictional book-display legend says star = label needs review, square = review logged. At12:00 shelfL shows star, shelfM square;12:30 is blank. #### Ordinary staff possible model L’s star supports reviewing its label under this code; later completion is not supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model the exact legend→entry→plan link and keep later work separate from present decision. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-shelf code says stripe = sort plan needs review, dot = review logged. BoxA’s present entry is stripe; later entry is blank. Invite the child to explain its current plan decision and later limit. #### Child invitation Give a craft-shelf decision with the actual supplied code and an open result. #### Observable evidence Child links particular coded data to the supplied explanation/need while preserving missing future performance. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-1 ### Exact prompt Separate F4’s general provider example from the fictional monitor card. ### Exact criterion CSIRO general research example and invented present tray code distinguished; no actual sensor/readings claimed. ### One staff possible response F4 describes provider research; our triangle/circle card is invented and is not CSIRO’s sensor or data. ### Initial own value ### Full unrelated next lesson #### Id N14 #### Title General route information and a toy map #### Whole unrelated source Fictional transport reference card says the story’s maps can help plan routes. A separate toy-map drawing has an invented path; no actual journey is recorded. #### Ordinary staff possible model The reference gives a general planning role; the toy map does not prove a journey happened. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Provider/story reference versus Supplied model lanes, preserving which information comes from each. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional theatre guide says written cues can organise a show. A paper scene-plan drawing has no performed-show record. Ask the child to separate general guide information and this model’s evidence. #### Child invitation Help a theatre reader distinguish guide knowledge from the paper plan. #### Observable evidence Child keeps reference knowledge, model and particular event levels distinct. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-2 ### Exact prompt Compare the two fictional reader views with the supplied record and keep their status clear. ### Exact criterion R's presentP review view grounded; S's future-complete view unsupported by emptynext record; fictional readers not actualpeer comparison. ### One staff possible response R fits P’s present triangle. S’s future-complete claim is unsupported because10:00 is empty; both readers are fictional. ### Initial own value ### Full unrelated next lesson #### Id N15 #### Title Festival-record two viewpoints #### Whole unrelated source Fictional festival notebook reports one sign placed; tomorrow’s visitor-use row is blank. Story readerA says a sign was placed; readerB says all visitors found the booth. #### Ordinary staff possible model A matches the placement record; B invents visitor success from an empty row. These are fictional views. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model comparison by tracing each view to the complete supplied notebook and naming the empty audience evidence. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-library notebook says one card printed, actual borrower-use entry blank. Story readersM says printed and N says every borrower understood it. Invite the child to compare both views with source and retain their fiction status. #### Child invitation Compare the toy-library views without inventing borrower feedback. #### Observable evidence Child compares supplied views to evidence, preserves source limits and does not claim a real peer interaction. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-3 ### Exact prompt Ask a further evidence question for the plan reader, leaving its actual result open. ### Exact criterion Purpose-linked new monitoring/record/review question, actual result open; no real experiment or success required. ### One staff possible response What would the next record show about whether the written-plan review was logged? That result is not supplied. ### Initial own value ### Full unrelated next lesson #### Id N16 #### Title Parcel-guide next enquiry #### Whole unrelated source Fictional parcel display has a packing instruction but no user trials. Its maker wants to learn whether the order is clear. #### Ordinary staff possible model Which step would a willing user find first? No reply or successful use exists. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a next question tied to the instruction job without filling the answer or forcing participation. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional puzzle display has a start arrow but no reader feedback. Invite one useful question for its guide, with optional imagined reader clearly labelled imagined. #### Child invitation Ask a useful puzzle-guide question and leave the reply open. #### Observable evidence Child gives a purpose-linked question while preserving actual-feedback and future-result gaps. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-first-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id A-later ## Title Festival repair-label source ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional festival repair-display account. A wire-loop drawingL has a copper label; the story observer records it as coiled with two visible ends. F2 describes copper’s electrical conduction and its use in wiring. No conductivity test or powered circuit is present. The reader job is a factual wire-display explanation, not instructions to repair electricity. Another objectM has no material label. No mine, manufacturer, real repair-reader feedback or performance result is supplied. The maker wants to keep observed form, provider property/use and an open question separate. ## Exact four prompts - Name one supplied visible property of L and one provider-supported property/use link. - Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test. - Give a source-qualified message for the factual-display reader using a relevant clue and a limit. - Ask one purpose-linked new question whose actual answer is not supplied. ## Own values - - - - ## Components ### Exact prompt Name one supplied visible property of L and one provider-supported property/use link. ### Exact criterion Coiled/twoends supplied property plus F2 conduction/wiringlink; no real measurement or electrical repair required. ### One staff possible response L is coiled in the supplied view; F2 links copper conduction to wiring. ### Initial own value ### Full unrelated next lesson #### Id N17 #### Title Ticket-paper form and story use #### Whole unrelated source Fictional ticket display note says its labelled paper is folded; a separate story guide says this ticket carries seat information. No actual seating outcome exists. #### Ordinary staff possible model The fold is a supplied form clue; the guide links the ticket to carrying information, not tested user success. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model a visible-form heading and a separate Source-described job heading without merging them. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop tag note says its labelled card has a hole; a story guide says the tag carries price information. No customer reading record exists. Ask for one visible property and source-described use. #### Child invitation Give the shop reader a form clue and source job without claiming customer success. #### Observable evidence Child separates supplied property and source-supported use, with actual performance open. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-1 ### Exact prompt Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test. ### Exact criterion Coil/ends note, source conduction/wiring and no test distinct; no inference of measured conduction fromdrawing. ### One staff possible response The observer’s story note is coiled/two ends. F2 is reference conduction knowledge; our drawing did not test it. ### Initial own value ### Full unrelated next lesson #### Id N18 #### Title Sports-sign note and general guide #### Whole unrelated source Fictional sports display note says a paper arrow was attached. Its separate story guide says arrows can show a direction. No participant followed it. #### Ordinary staff possible model Attaching is the particular supplied note; direction-use is guide information; no successful participant event is recorded. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model Particular note, General guide and Missing event headings; a useful general idea does not fill the missing event. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional stage display note says a curtain diagram was printed; a story guide says curtains can mark scene changes. No scene was performed. Invite separation of the note, guide and absent event. #### Child invitation Keep a theatre print note apart from its guide information and an unperformed show. #### Observable evidence Child attributes particular and reference information and keeps actual test/event evidence absent. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-2 ### Exact prompt Give a source-qualified message for the factual-display reader using a relevant clue and a limit. ### Exact criterion Relevant F2/suppliedLclue with source status and absent test/readerresult; no repairadvice or endorsement. ### One staff possible response F2 describes copper conduction/wiring; L’s coiled drawing is a supplied form view, not a conductivity test. ### Initial own value ### Full unrelated next lesson #### Id N19 #### Title Museum-caption reader choice #### Whole unrelated source Fictional museum reader needs to distinguish a model from a real object. CaptionP says “paper model, size not measured”; Q says “exact object size” despite no size record. No actual visitor trial exists. #### Ordinary staff possible model P has a truthful clue useful for that job; no actual visitor success is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model choosing a message for the reader’s exact distinction, linking a supplied clue and an open user test. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional garden-exhibit reader needs to distinguish a plan from a planted bed. CaptionM says “planting plan”; N says “plants grew” although only a plan exists. Invite a useful message/clue/actual-reader limit. #### Child invitation Give the garden reader a source-qualified plan message and an open user question. #### Observable evidence Child makes a purposeful source-bounded message and retains untried reader use. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-3 ### Exact prompt Ask one purpose-linked new question whose actual answer is not supplied. ### Exact criterion Question relates to accuratewire/source/displayreader job, answeropen; no new action required. ### One staff possible response Which public product source could identify this particular maker, or what would an actual reader want clarified? Neither answer is supplied. ### Initial own value ### Full unrelated next lesson #### Id N20 #### Title Craft-label new evidence job #### Whole unrelated source Fictional maker has a material-labelled tag but no supplier-place record. The display reader wants a trustworthy origin note. #### Ordinary staff possible model Which public source could name this particular supplier? The answer is still open. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model linking a further question to the actual missing origin detail and keep search success distinct from a proposed search. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional game card has a printed instruction but no version date. The player wants to know which rules apply. Invite a version-source question without inventing a date or search result. #### Child invitation Ask a source question that would help the game reader choose the right rules. #### Observable evidence Child gives a purpose-linked open question and preserves absent source/date/result evidence. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id A-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id B-later ## Title Planter record window ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional planter-window account. SketchQ shows pale particles, one root-shaped drawing and spaces; no organism is identified. A supplied water notebook compares samplesQ andR using the same20mL input, cup/filter arrangement and2minute collection window: Qcollected5mL and Rcollected9mL in trial1. It supplies no repeated trials, plant growth, local soil type or drinking-water safety. F3 describes general soil roles for plants, organisms and water; that reference does not identify Q’s actual organisms or prove these setups clean water. The reader job is a useful soil-role and record caption. A new safe viewing plan would leave the display sealed and record the same window area. ## Exact four prompts - Give two supplied visible features of Q, retaining what is not identified. - Connect one F3 soil role to this reader job and give one record-level limit. - Compare the supplied trial1 collected-water records with units and state a different result they do not provide. - With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open. ## Own values - - - - ## Components ### Exact prompt Give two supplied visible features of Q, retaining what is not identified. ### Exact criterion Two ofpale particles/root-shaped drawing/spaces supplied; no organism identity inferred. ### One staff possible response The sketch supplies pale particles and a root-shaped drawing; it does not identify an organism. ### Initial own value ### Full unrelated next lesson #### Id N21 #### Title Stationery-window feature note #### Whole unrelated source Fictional stationery-window drawing shows a square box, two paper labels and a closed drawer. No hidden tools or material composition is recorded. #### Ordinary staff possible model The box and paper labels are visible supplied features; drawer contents remain unknown. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model selecting visible features with their view/source, rather than filling the closed drawer. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional bicycle-display sketch shows a circular wheel outline and an arrow card; its rear panel is concealed. Invite two supplied features without inventing mechanical performance. #### Child invitation Name two bicycle-display view features and leave a concealed detail open. #### Observable evidence Child preserves visible-feature versus hidden/identified content distinctions. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-1 ### Exact prompt Connect one F3 soil role to this reader job and give one record-level limit. ### Exact criterion AccurateF3role linked tocaption with absent particulargrowth/organism/water-safetyresult; generalrole notsubstitute localtest. ### One staff possible response F3’s water role matters for the caption; this notebook is a particular collected-water record and says nothing about drinking safety. ### Initial own value ### Full unrelated next lesson #### Id N22 #### Title Information role and missing use #### Whole unrelated source Fictional library guide says labels can carry shelf information. Its particular new label drawing has no reader-use record. The maker wants an accurate display note. #### Ordinary staff possible model The guide supports an information role; the drawing does not prove anyone found the shelf. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model source role and particular trial limit, avoiding a guaranteed outcome from a general function. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional costume guide says pockets can hold tickets. Its paper-pocket drawing has no actual fit record. Ask for a role linked to its reader job and one performance limit. #### Child invitation Give the costume reader a role and a missing actual-fit boundary. #### Observable evidence Child connects source-described role to a purpose and retains a particular untested result. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-2 ### Exact prompt Compare the supplied trial1 collected-water records with units and state a different result they do not provide. ### Exact criterion Q5mL/R9mL faithfulcomparison, trial1/setup scope; absentgrowth/safety/generalranking retained. ### One staff possible response Rcollected4mL more than Q in supplied trial1; it does not provide plant growth or safe-drinking-water results. ### Initial own value ### Full unrelated next lesson #### Id N23 #### Title Cooking-display count comparison #### Whole unrelated source Fictional cooking-display notebook lists TrayA2drawn cups and TrayB5drawn cups in display1. No actual food amount, taste or kitchen performance is recorded. #### Ordinary staff possible model B has3more drawn cups in this record; it does not show food quantity or taste. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model units and record scope, then explicitly separate the different quantity the source did not measure. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional rehearsal notebook lists SceneP3paper tickets and SceneQ6paper tickets in plan1. No attendance or enjoyment data exists. Invite the supplied count comparison and a different unsupported outcome. #### Child invitation Compare the rehearsal’s paper-ticket counts without inventing attendance. #### Observable evidence Child compares supplied values with their quantity/unit/scope and keeps a different outcome unsupported. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-3 ### Exact prompt With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open. ### Exact criterion Relevantsealedview/samewindowrecordprocedure or matching condition; planonly/newresultopen. ### One staff possible response Keep Qsealed, record the same view window again and leave new feature results empty until observed. ### Initial own value ### Full unrelated next lesson #### Id N24 #### Title Art-plan same-view comparison #### Whole unrelated source Fictional art-display plan asks how a border change affects a reader’s picture view. Paper layouts are available but no reader observation exists. The safe plan keeps the page/view spot similar. #### Ordinary staff possible model Review the same page area after the planned border change; no reader result yet. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Use a Question/Step/Similar-view/Open-result scaffold. Model one meaningful match and no invented conclusion. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-map plan asks about arrow placement while keeping the same map/view area. No reader trial is supplied. Invite one safe paper-view step and matching factor with its new outcome open. #### Child invitation Plan a toy-map comparison without claiming a result. #### Observable evidence Child gives a relevant safe similarity/view plan and retains actual conduct/result gaps. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id B-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id C-later ## Title Path-display comparison sheet ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional path-display diagram account. Trial1 uses the same printed centimetre scale and base direction for drawn strips UandV: Uspans0–4cm; Vspans0–7cm. Before this supplied diagram comparison, the fictional helper predicted V’s drawn base would be longer using its visible longer-looking outline. Trial2’s note says Uwas read along a different diagonal direction, but supplies no length. The reader job is an accurate base-length display, not choosing the strongest paving rock. Real rocks, walking performance and material hardness are not tested. A separate proposed actual plain-paper comparison would align a familiar ruler zero, read the same base direction and record actual cm readings; no new outcome is supplied. ## Exact four prompts - Compare the supplied trial1 bases with unit and drawing-only scope. - Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction. - Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison. - With guidance, give one fairer base-reading plan step and one further question, leaving the new result open. ## Own values - - - - ## Components ### Exact prompt Compare the supplied trial1 bases with unit and drawing-only scope. ### Exact criterion U4cm/V7cm relation/V3cm longer; supplieddrawnbase only nohardness oractualsize. ### One staff possible response V’s drawn base is7cm,3cm longer than U’s4cm in trial1; no actual paving-rock size or strength is given. ### Initial own value ### Full unrelated next lesson #### Id N25 #### Title Museum-layout diagram comparison #### Whole unrelated source Fictional museum plan records drawn panelA3cm and panelB6cm wide using the same printed scale. No actual room dimensions or crowd capacity exists. #### Ordinary staff possible model B’s drawn width is3cm greater; the plan does not measure a real room. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model quantity/unit/difference and diagram boundary before considering a different practical job. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional toy-shop plan gives drawn shelfP5cm and Q9cm width. No actual shelf strength or dimensions were measured. Invite a supplied drawing relation with a real-object limit. #### Child invitation Give a toy-plan width comparison with the correct scope. #### Observable evidence Child compares the exact diagram quantity and unit without inferring actual dimensions or performance. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-1 ### Exact prompt Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction. ### Exact criterion Vlonger supplied relation agrees with explicithelperprediction; childprior/realtrialnotinferred. ### One staff possible response Trial1’s V7cm/U4cm relation agrees with the helper’s before longer idea; these are supplied notes, not my prior prediction. ### Initial own value ### Full unrelated next lesson #### Id N26 #### Title Craft-cart prediction and result #### Whole unrelated source Complete original fictional craft-cart record. Before the slide, the helper predicted the cart would finish closer to the pot drawing than to the book drawing, based on its visible start position. The supplied after note explicitly records that it stopped closer to the pot drawing than to the book drawing. These are the helper’s story prediction and after report; no measured distances or child trial occurred. #### Ordinary staff possible model The supplied craft-cart after report says closer to the pot than the book, agreeing with the helper’s prior relative-position prediction. The library guided after report instead says nearer the circle than the arrow, which differs from that helper’s arrow-nearer prediction. Both comparisons use supplied story records; neither becomes my own untouched prior prediction. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model before/after chronology and attribution; a result already read cannot become the child’s untouched prediction. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Complete different fictional library card-slide record. Before the slide, the helper predicted the card would end nearer the arrow than the circle, using its visible start as a clue. The supplied after note explicitly records that the card ended nearer the circle than the arrow. Ask the child to compare these opposite stated relative-position relationships and identify who predicted and reported them. No measured distances or actual child prior prediction/trial is supplied. #### Child invitation Compare the library story’s expectation and record with source attribution. #### Observable evidence Child compares stated prospective expectation and retrospective result while retaining who predicted and observed. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-2 ### Exact prompt Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison. ### Exact criterion FaithfulU4/V7cm rows; trial2differentdirection/missinglength cannotfill originalbase comparison; representationmodeflexible. ### One staff possible response U—trial1base4cm; V—trial1base7cm. Trial2has a different Udirection and no value, so it cannot fill another matching base row. ### Initial own value ### Full unrelated next lesson #### Id N27 #### Title Parcel records with changed question #### Whole unrelated source Fictional parcel notebook records Pbase2cm and Qbase5cm in one diagram. A later Pentry is diagonal direction with no value. No actual parcels are measured. #### Ordinary staff possible model The base rows remain paired; the changed direction and missing value do not supply another base result. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model label/feature/unit pairing and put a different-feature missing entry in a separate lane rather than inventing a number. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art-panel notebook gives Rheight3cm and Sheight8cm; a later Rnote says width, value absent. Invite two matching height rows and explain why width cannot fill a height row. #### Child invitation Keep the art height rows faithful and leave the new width value open. #### Observable evidence Child preserves identity/feature/unit/value pairing and recognises changed-feature/missing data limits. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-3 ### Exact prompt With guidance, give one fairer base-reading plan step and one further question, leaving the new result open. ### Exact criterion Relevantsamebasedirection/scale/zerostep plusquestion foraccuratebasejob, noactualmeasurementrequired. ### One staff possible response Read the same base direction with zero aligned; would a new actual paper pair give a reliable base record? No new reading yet. ### Initial own value ### Full unrelated next lesson #### Id N28 #### Title Display-card consistent measuring plan #### Whole unrelated source Fictional display plan asks about card height but one proposed comparison mixes height and diagonal. No readings exist. A familiar ruler and clear desk are available if approved. #### Ordinary staff possible model Read the same height direction with zero aligned; otherwise the measures answer different questions. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model matching the measured feature to the question, then state a further accuracy question with no promised result. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-envelope plan compares widths but one note proposes reading a long edge. Invite a same-width/zero step and a useful further question about the width record, keeping its actual result empty. #### Child invitation Make the craft-envelope width plan fit its question. #### Observable evidence Child suggests a relevant fairer feature-reading step and open enquiry without claiming the plan was conducted. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id C-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. ## Id D-later ## Title Resource-trail visitor record ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Complete neutral source Complete original fictional resource-trail visitor account. The display has a supplied soil-water notebook with sampleAcollected6mL and sampleBcollected10mL after the same20mL addition, same cup/filter setup and2minute window in trial1. It supplies no repeats or drinking-water/plant-growth results. A plan reader wants a caption comparing only this recorded collection. F3 separately describes general soil water/habitat/plant roles; it is not these samples’ local result. Fictional readerM says “Bcollected more in this record”; fictional readerN says “Bwill always grow plants better”. No real visitor has replied. A proposed next record would examine a named missing question; its result is empty. ## Exact four prompts - Use a supplied record to give a bounded explanation for the caption job. - Separate F3’s general role from these particular fictional collection records and their missing outcomes. - Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback. - Ask one useful further evidence question for this accurate caption, leaving its result open. ## Own values - - - - ## Components ### Exact prompt Use a supplied record to give a bounded explanation for the caption job. ### Exact criterion ParticularA6/B10mLcomparison tied tocollectioncaption/setup/trial; no bestsoil/growthclaim. ### One staff possible response Bcollected4mL more than A in this supplied trial; that explains a collection caption, not which soil grows plants best. ### Initial own value ### Full unrelated next lesson #### Id N29 #### Title Train-display ticket record for a purpose #### Whole unrelated source Fictional train-display notebook counts4paper tickets on panelP and7onQ in layout1. The job is a label comparing paper display items, not actual passengers. #### Ordinary staff possible model Qhas3more paper tickets in layout1; the record does not show passenger use. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model data→exact quantity explanation→reader job and separate the different real outcome. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional shop-window notebook shows2paper price labels onR and5onS in display1. The job is comparing display labels, not sales. Invite a bounded count explanation for that purpose. #### Child invitation Give the shop reader a record-based label-count explanation. #### Observable evidence Child links particular data to a useful purpose without inferring a different unrecorded outcome. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-1 ### Exact prompt Separate F3’s general role from these particular fictional collection records and their missing outcomes. ### Exact criterion Generalsoilrole, specificfictionentries and absentgrowth/safety/repeats distinct. ### One staff possible response F3 gives general soil roles; A/B are supplied collection entries, with growth, safety and repeats absent. ### Initial own value ### Full unrelated next lesson #### Id N30 #### Title General play role and particular game record #### Whole unrelated source Fictional guide says games can offer shared play. A particular game sheet records one rule written, with no player or enjoyment evidence. #### Ordinary staff possible model The guide gives a general role; the sheet does not prove a group played or enjoyed it. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model general information, particular record and missing outcome as separate lanes. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional art guide says pictures can communicate ideas; a particular notebook records one drawing made but no viewer reply. Invite role/record/absent-response distinctions without inventing feedback. #### Child invitation Help the art reader separate role, made drawing and missing viewer response. #### Observable evidence Child distinguishes general source information, particular supplied record and unsupported performance claims. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-2 ### Exact prompt Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback. ### Exact criterion Mmorecollection supported; Nalwaysgrowth unsupported; wholetrialscope/fictional status retained. ### One staff possible response Mfits B10mL/A6mL. N’s always-better growth claim is unsupported by this collection notebook; both readers are fictional. ### Initial own value ### Full unrelated next lesson #### Id N31 #### Title Music-poster views without music trial #### Whole unrelated source Fictional poster notebook reports one large title printed. Story readerA says it is printed; readerB says every concert visitor read it. There is no visitor record or music performance. #### Ordinary staff possible model A matches printing; B’s universal user claim lacks evidence. The story readers are fictional. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model claim-by-claim tracing to the complete notebook, preserving missing use and fictional voices. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional craft-market notebook records two signs made, visitor row empty. Story readerR says signs exist; S says all shoppers used them. Invite the child to compare both claims with the actual supplied record and keep their story status. #### Child invitation Compare the craft-market claims without inventing shopper feedback. #### Observable evidence Child evaluates supplied claims against record scope and keeps imagined voices separate from actual peer/reader interaction. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-3 ### Exact prompt Ask one useful further evidence question for this accurate caption, leaving its result open. ### Exact criterion Question relates torecordrepeat/conditions/differentneededquantity/purpose; noactualtest oruniversalresult required. ### One staff possible response Would further matched collection records show the same pattern, or what new evidence would address growth separately? Neither result is supplied. ### Initial own value ### Full unrelated next lesson #### Id N32 #### Title Helpful-label further evidence question #### Whole unrelated source Fictional label notebook records one caption written but no willing-reader use. Its owner wants to make the instructions helpful. #### Ordinary staff possible model What would a willing reader ask about the first instruction? No reply is supplied. #### Teacher preparation Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed. #### Four teacher moves - Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass. - Model purpose-linked enquiry with blank future reply and optional participation, keeping instruction quality distinct from no feedback. - Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work. - Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful. #### Guided different complete source Different fictional museum card has one source identity written but no date check or reader response. Invite a useful source/date/reader question for the card and leave the actual search or reply open. #### Child invitation Choose a museum-card question whose answer needs new evidence. #### Observable evidence Child forms a relevant further question and preserves unperformed search/feedback/outcome status. #### Mode limit These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade. #### Next decision If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence. ### Acceptance Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure. ### Id D-later-4 ## Eligibility Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence. ## Learner door Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help. # Resource Trail Desk — whole optional interface/paper contract ## A useful child job Give a useful thing a backstory. Pick a clue, make a tiny trail, and leave room for what you still want to know. Make a pocket label, museum note, visitor card or spoken explanation. Stop with one meaningful clue if useful. Adult helps read sources and prepare safe materials. Workspace/model lens does not identify minerals or perform science for the child. ## Nine empty fields, five scopes In order0–8: Trail name; Useful job and reader; Source identity, date and fiction status; Resource or supplied label; Recorded property; Use or importance explanation; Evidence and its boundary; My keep, change or open reason; Next question or plan. ALL initial strings empty, including title/date/source. Labels/instructions outside fields. No examples/placeholders resembling completed work, no staff criterion/model in own/kept spaces. Preview uses safe text nodes to show literal exact multiline child strings, including `