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.
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
Coiled/twoends supplied property plus F2 conduction/wiringlink; no real measurement or electrical repair required.
Exact prompt
Name one supplied visible property of L and one provider-supported property/use link.
Full unrelated next lesson
Child invitation
Give the shop reader a form clue and source job without claiming customer success.
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.
Id
N17
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 supplied property and source-supported use, with actual performance open.
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.
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.
Id
A-later-1
Initial own value
One staff possible response
L is coiled in the supplied view; F2 links copper conduction to wiring.
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
Coil/ends note, source conduction/wiring and no test distinct; no inference of measured conduction fromdrawing.
Exact prompt
Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test.
Full unrelated next lesson
Child invitation
Keep a theatre print note apart from its guide information and an unperformed show.
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.
Id
N18
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 attributes particular and reference information and keeps actual test/event evidence absent.
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.
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.
Id
A-later-2
Initial own value
One staff possible response
The observer’s story note is coiled/two ends. F2 is reference conduction knowledge; our drawing did not test it.
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 F2/suppliedLclue with source status and absent test/readerresult; no repairadvice or endorsement.
Exact prompt
Give a source-qualified message for the factual-display reader using a relevant clue and a limit.
Full unrelated next lesson
Child invitation
Give the garden reader a source-qualified plan message and an open user question.
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.
Id
N19
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 makes a purposeful source-bounded message and retains untried reader use.
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.
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.
Id
A-later-3
Initial own value
One staff possible response
F2 describes copper conduction/wiring; L’s coiled drawing is a supplied form view, not a conductivity test.
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
Question relates to accuratewire/source/displayreader job, answeropen; no new action required.
Exact prompt
Ask one purpose-linked new question whose actual answer is not supplied.
Full unrelated next lesson
Child invitation
Ask a source question that would help the game reader choose the right rules.
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.
Id
N20
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 and preserves absent source/date/result evidence.
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.
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.
Id
A-later-4
Initial own value
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.
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 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.
Id
A-later
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
Festival repair-label source