C-later · Staff evidence and next teaching

Child invitation

Give a toy-plan width comparison with the correct scope.

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.

Id

N25

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 the exact diagram quantity and unit without inferring actual dimensions or performance.

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.

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.

Child invitation

Compare the library story’s expectation and record with source attribution.

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.

Id

N26

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 stated prospective expectation and retrospective result while retaining who predicted and observed.

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.

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.

Child invitation

Keep the art height rows faithful and leave the new width value 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 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.

Id

N27

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 identity/feature/unit/value pairing and recognises changed-feature/missing data limits.

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.

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.

Child invitation

Make the craft-envelope width plan fit its 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 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.

Id

N28

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 suggests a relevant fairer feature-reading step and open enquiry without claiming the plan was conducted.

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.

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.