Goal: Choose a deliberate rest and distinguish a pause from finishing. Proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: PAUSE/FINISH cards; Source B and ending mat. Agree a comfortable cue and rest duration; no rigid stillness test.
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Arrive · 3 min. Ask whether a quiet moment would help their small work today. Pause/stop requests from a person always take priority over a paper sequence.
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Read · 4 min. Present A → PAUSE → B → PAUSE → FINISH. Read all five moments. Say that Source B differs from two AB units; a chosen rest belongs to the artwork here.
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Try · 5 min. Compare A → B → FINISH with A → PAUSE → B → FINISH. Ask what the additional moment does in the score. Accept “gives space before B” or a different child interpretation; don't claim a universal feeling.
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Make · 7 min. Child chooses a rest position or chooses no rest. If enacting, agree an accessible quiet cue and comfortable rest, then follow the child-owned plan once; no adult surprise cue. Paper/object/director routes are equally available for the composition choice.
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Notice · 4 min. Child shows where something may follow a pause and where the phrase is over. Record any actual change in order and the maker's stated reason; never score compliance with staying still.
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Keep · 2 min. Save the choice. Tomorrow a different unseen score will ask for the child's own reading.
Next teaching: If pause and finish are merged, put one mark mid-phrase and one beyond its last movement. Keep teaching examples separate from fresh Check M.