B-later · Staff evidence and next teachingYear 3 Science · T1 W9–10 · Teacher · Teacher / Cases / B later

Child invitation

Name two bicycle-display view features and leave a concealed detail 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 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.

Id

N21

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 preserves visible-feature versus hidden/identified content distinctions.

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.

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.

Child invitation

Give the costume reader a role and a missing actual-fit boundary.

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.

Id

N22

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 connects source-described role to a purpose and retains a particular untested result.

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.

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.

Child invitation

Compare the rehearsal’s paper-ticket counts without inventing attendance.

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.

Id

N23

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 compares supplied values with their quantity/unit/scope and keeps a different outcome unsupported.

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.

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.

Child invitation

Plan a toy-map comparison without claiming a result.

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.

Id

N24

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 relevant safe similarity/view plan and retains actual conduct/result gaps.

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.

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.