# Educator key · keep separate

Read after the first independent capture. Checks show bounded score reasoning and child decisions, not a formal grade, physical Dance skill or complete standard. Accept exact accessible descriptions/AAC/direct placement; record support. A child's artwork can validly differ from the source. Assess reading of the supplied source separately from their making choice.

## Day 35 · Case M

The supplied smallest whole repeated unit is **L then R**, appearing in spaces **1–2** and **3–4**. The separate FINISH line comes after space 4; it is not a member of the LR unit. LL or RR is not the returning unit. A child may make LR→FINISH or LRLR→FINISH, or another work while accurately reading the source. Preserve their chosen L/R meanings and purpose. An author-proposed imaginary garden opening is intention, not an observed welcoming result.

**Next teaching:** If a single mark is treated as the whole unit, use a new unrelated two-part strip after capture and slide it under each complete pair. If finish is included, put it beyond the pair frames. If score reading is secure, ask the child to choose why one versus two units might suit a different tiny work. Do not infer child's actual physical performance from a correct paper answer.

## Day 40 · Case N

Both supplied versions begin **U then V**. Return version's last movement is **U**; new-ending version's last movement is **V**. FINISH follows the last movement. Neither is inherently preferable. A self-defined different ending or changed opening is acceptable if the actual order/definition/reason is indicated; record a changed opening honestly. The author model's intended imaginary picture reveal differs from the child's own intention, which may be the same, different or rejected.

The supplied source has **NO ACTUAL AUDIENCE** and **NOT PERFORMED**. An actual accessible score encounter can be recorded when it really happens. No actual response exists until a real willing person gives one; an intended reveal is not a reported feeling. A later teacher who actually attends a share can be a real audience; a planned/imagined person cannot.

**Next teaching:** If source and own purpose merge, use two labelled boxes, AUTHOR MODEL / MY IDEA, with an unrelated source. If intended effect is reported as actual audience feeling, ask “Who actually said that?” and retain NONE when no response exists. If ending choice is clear, let the learner try a purposeful private project with an accessible real route and optional willing audience.

## Small observation guide

| Evidence strand | What a useful record contains | When to teach next |
| --- | --- | --- |
| Whole unit/order | Exact source spaces and child's reading, not just correct/incorrect | Whole unit or repeated appearance not yet indicated |
| Making/idea | Own mark key, order, finish, intended idea and choices/revisions | Adult model copied without an available child decision |
| Source response | Actual accessible source encountered and actual child observation/idea | No encounter or adult explanation supplied as child's response |
| Sharing | Actual work, performer/route, willing actual audience, date, response or NONE | Planned/imaginative share is mistaken for an event |

Use independent / prompted / not yet observed / unavailable as **record statuses**, not grades. Declining movement/sharing, access barriers and no response are not low attainment. Broader national/state achievement judgments require an educator's balanced evidence over time and the appropriate framework.