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.