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

Child invitation

Give a craft-shelf decision with the actual supplied code and an open 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.
• 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.

Id

N13

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 particular coded data to the supplied explanation/need while preserving missing future performance.

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.

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.

Child invitation

Help a theatre reader distinguish guide knowledge from the paper plan.

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.

Id

N14

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 keeps reference knowledge, model and particular event levels distinct.

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.

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.

Child invitation

Compare the toy-library views without inventing borrower feedback.

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.

Id

N15

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 views to evidence, preserves source limits and does not claim a real peer interaction.

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.

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.

Child invitation

Ask a useful puzzle-guide question and leave 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 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.

Id

N16

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 question while preserving actual-feedback and future-result gaps.

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.

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.