Access and security: This key is public by URL. The checks are fresh relative to the lesson examples, not secure exams. Collect first responses before feedback, and adapt a case if prior access matters. Credit equivalent speech, AAC, pointing, signed or drawn design reasoning. Log adult content cues, physical handler and actual result separately. Do not infer any child improvement or successful prototype from this key.
Check A · Day 35 · Board Game Cue
Exact new source: Fictional paper game actions POINT at a drawn token, then MARK a blank board space. Both printed labels stay visible and the order must remain POINT first, MARK second. No real player or material trial is supplied.
Expected reasoning: The child gives two genuinely different broad-paper layouts: for example two large stacked panels marked 1 and 2, versus two side-by-side panels with a left-to-right arrow. A large space or border between actions can also be distinct. The child selects one and explains how a pretend player would find the first action and retain both labels. The choice is a purpose-linked prediction, not proof of readability. A real player check would ask the reader to show which action comes first and second in the actual display, with school approval; the prompt supplies no response.
Response moves: If the child reverses the sequence, reread the source and ask which printed action is first. If both proposals only change colour, invite a new placement, grouping or order cue. If a label is covered, ask what the reader would still see. If a child says it worked, ask who actually read it; here the answer is unknown. If adult supplied the idea, record the cue and invite a later independent response. No success is prefilled.
Check B · Day 40 · Repeat Stand
Exact new source: Left-to-right invented sequence BUMP TICK BUMP TICK BUMP TICK. Target two-mark part BUMP then TICK, repeated three times. All labels should remain visible. A broad blunt paper stand/front may be tried only after school approval.
Expected design evidence: Two different stand-front or spacing proposals, such as three broad paired boxes, or a broad gap after each TICK with large first/second labels. The child chooses one and explains that BUMP is first and the following TICK second in each of three pairs. The stand plan uses only full-size broad paper; adult checks material and table, adult handles any cutting/preparation, child may fold/stand if approved or direct adult action, and someone actually checks uprightness and label readability. A drawing alone is a valid plan, not a material trial.
Conditional result key: UPRIGHT only if the real supervised stand remains upright on the selected stable table at the moment checked; FLAT only if a real supervised attempt lies flat; NOT TRIED if no approved attempt occurs. Describe another observed state precisely instead of forcing a label. An upright stand does not automatically mean a reader could see the order. Record actual reader response only if a person really inspected it; otherwise readability remains unknown. No prior result is printed. A flat stand is valuable evidence for wider base, different safe sheet or placement review, not a wrong child answer.
Next moves: If the child groups TICK–BUMP instead, point to the exact left-to-right source and ask where each BUMP begins a pair. If only one idea, offer a blank large card to propose another spacing. If material handling is all adult action, credit child design/direction but mark child material use not observed. If trial is unsafe or unavailable, credit planning, communication and evaluation question; do not award making/testing evidence.