# A-first · Staff evidence and next teaching ## 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. ## Components ### 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. ### 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. ### Exact prompt Name one supplied property of K and the source that links its named material to an Earth resource. ### Full unrelated next lesson #### Child invitation Give the basket reader one property and one supplied making-source link. #### 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. #### Id N01 #### 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. #### Observable evidence Child separates a supplied property from its resource-source attribution without inventing an origin place. #### 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. #### 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. ### Id A-first-1 ### Initial own value ### One staff possible response K has a supplied visible fold/bending record. F1 links its named aluminium to the bauxite making route. ### 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. ### Exact criterion Observed/supplied fold or bending record distinguished from provider industrial route; source observation is not child observation. ### Exact prompt Separate what the story-table observer recorded from what F1 describes. ### Full unrelated next lesson #### Child invitation Help a rehearsal reader keep the placed-sign note apart from the general guide. #### 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. #### Id N02 #### 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. #### Observable evidence Child distinguishes particular supplied observation and reference knowledge and leaves the missing audience event open. #### 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. #### 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. ### Id A-first-2 ### Initial own value ### One staff possible response The fictional observer recorded K’s fold/bend; F1 describes industrial making, which was not observed at this table. ### 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. ### 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. ### Exact prompt For the curved-sign job, offer a choice using a clue and say what remains untried. ### Full unrelated next lesson #### Child invitation Choose a label for the toy-library reader using one clue and one open trial. #### 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. #### Id N03 #### 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. #### Observable evidence Child links a choice to a named job and exact source clue while preserving untried actual use. #### 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. #### 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. ### Id A-first-3 ### Initial own value ### 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. ### 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. ### Exact criterion Own question relates to material/source/curved-sign purpose; no new action or result demanded. ### Exact prompt Ask one useful new question for the maker, leaving its result open. ### Full unrelated next lesson #### Child invitation Ask something that would help the return-box reader, and keep the reply open. #### 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. #### Id N04 #### 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. #### Observable evidence Child gives a purpose-linked open question rather than an invented user outcome or mandatory action. #### 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. #### 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. ### Id A-first-4 ### Initial own value ### One staff possible response Which further record would help us know whether this sign stands outdoors? That result is not supplied. ## 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. ## 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. ## Id A-first ## 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. ## Own values - - - - ## Source kind Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied. ## Title Parcel-stage fold card