# Ten teacher scripts · 25 minutes each

Read [source facts and adult-controlled safety gate](MATERIALS.md) first. Offer and switch [A/B/C routes](LEARNER-CARDS.md); they target the same Design reasoning. Every script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Our large cue cards support a people-and-steps service. They are not a moving-object test, a Science result, a mathematics score or an actual child's portfolio. A child may design without handling any material; record physical making and willing listener response only when actually observed.

## Week 19 · Day 91 · Who helps a listener check a claim?

**Target/codes:** Identify a person-designed evidence-guide service feature, listener and purpose; AC9TDEFK01. Local familiarity needs an approved actual source.

1. **Welcome · 3 min.** A pretend listener hears “Paper Q stopped at mark 2 in every try.” Ask what someone would need to check before passing that sentence along.
2. **Notice source · 4 min.** Show [fictional four-try record](print/fictional-trial-record.pdf). Q TRY 1 is INTERRUPTED and has NO STOP MARK. Marks are ordered labels, not measured distance.
3. **Model · 5 min.** “A person might design an ASK, CHECK, TELL guide so the listener finds the source and says only what it shows.” Name the user and help intended. The guide does not perform an experiment.
4. **Child design talk · 7 min.** Child names one useful service feature, intended listener and purpose. Offer speech, sign, AAC, pointing, broad printed words or accurate adult description. Ask where the missing Q result would be noticed.
5. **Check/respond · 4 min.** Record feature → listener → intended help. If child invents Q Try 1's mark, point to INTERRUPTED/NO STOP MARK and ask what the source actually allows. If they focus on the ramp, return to the human guidance service.
6. **Exit · 2 min.** “My guide could help ___ check ___.”

## Week 19 · Day 92 · Together or one step at a time?

**Target/codes:** Compare two human-designed prompt sequences for a named listener; AC9TDEFK01 and AC9TDEFP01, proposal only.

1. **Welcome · 3 min.** A new listener wants to report a completed attempt without accidentally counting the interrupted one.
2. **Notice source · 4 min.** Show [ALL AT ONCE and ASK · CHECK · TELL](print/service-ideas.pdf). Both are untried service ideas; neither is automatically best for every user.
3. **Model · 5 min.** ALL AT ONCE could let a confident reader scan everything; the sequence could help another reader pause at status. These are hypotheses about use, not measured outcomes.
4. **Child design talk · 7 min.** Child gives one possible help and difficulty for each route, chooses one provisionally for a particular listener, and says what a real willing listener would need to do to check it.
5. **Check/respond · 4 min.** Record both route features and user-linked reason. If “everyone needs the steps” appears, ask which listener and what exact feedback is missing. If the child equates completion with a farther mark, distinguish status from location.
6. **Exit · 2 min.** “I would try ___ with ___ because ___.”

## Week 19 · Day 93 · Design two cue services

**Target/codes:** Generate, communicate and choose two distinct information-service ideas; AC9TDEFP01.

1. **Welcome · 3 min.** Two designs give a listener and maker something meaningful to compare before materials are marked.
2. **Notice source · 4 min.** Reopen the [four-try record](print/fictional-trial-record.pdf), keeping its fictional status visible. The Design job is explaining how to check a claim, not predicting motion.
3. **Model · 5 min.** Sketch a three-cue spoken route “ask the question, point to status, tell a limited result.” Separately describe a large combined card with source/status on one face and a request for the listener to point. Do not give a prewritten “successful” reader answer.
4. **Child design talk · 7 min.** Child develops two genuinely different order/format/source-warning ideas on [reader record](print/reader-record.pdf), chooses for a named user and tells why. Accept exact scribing or child-directed adult positioning.
5. **Check/respond · 4 min.** Record both ideas and choice. If only colour changes, ask which words, order, pause or source cue differ. If child states a universal paper rule, ask which actual evidence exists; this practice record is invented.
6. **Exit · 2 min.** “My two guide ideas differ because ___.”

## Week 19 · Day 94 · Plan safe cues and honest status

**Target/codes:** Sequence adult-gated paper making/user steps and protect INTERRUPTED as missing data; AC9TDEFP01, plan evidence.

1. **Welcome · 3 min.** Adult controls materials and any real test equipment. This lesson has no object release or load test.
2. **Notice source · 4 min.** Read [four safe service steps](print/safe-service-steps.pdf): adult check, child plans, make/direct, ask user/record. View [blank cue maker](print/cue-card-maker.pdf); it does not contain a result.
3. **Model · 5 min.** On blank paper, say where the three large headings could go. At CHECK, ask “Is this a completed or interrupted source?” For Q Try 1, leave stop mark absent. No child has made a cue yet just because it is drawn.
4. **Child design talk · 7 min.** Child orders the steps, names who would physically mark/hold approved paper, one stop/access condition and what a real willing reader would be asked. A no-material route is a full design plan.
5. **Check/respond · 4 min.** Record order, proposed handler, source-status warning and intended reader question. If a child fills an interrupted stop mark, return to NO STOP MARK rather than correcting with an invented number.
6. **Exit · 2 min.** Save plan with making/reader result NOT TRIED.

## Week 19 · Day 95 · Fresh check A

**Target/codes:** Transfer two-service, status and source reasoning to a new fictional reader rehearsal; AC9TDEFK01 and AC9TDEFP01 as proposal evidence.

1. **Welcome · 3 min.** This public formative check saves first ideas before feedback.
2. **Notice source · 4 min.** Give [Check A](STUDENT-CHECKS.md#check-a--day-95--label-reader-guide) and its A4 page. Read only its fresh completed/interrupted fictional facts.
3. **Model access · 5 min.** On unrelated blank paper show speech, sign, AAC, point, draw or scribe route. Do not demonstrate a cue for the held source.
4. **Independent response · 7 min.** Child proposes two distinguishable guide services, chooses for the named listener and says which recorded response exists and which remains unknown.
5. **Check/respond · 4 min.** Collect first work before using the [separate public key](teacher/KEY-AND-NEXT.md). Note any adult content cue; teach a second idea later on another record.
6. **Exit · 2 min.** Ask for one thing the fictional record cannot prove about a real reader or product.

## Week 20 · Day 96 · Make cues or direct the maker

**Target/codes:** Safely make or direct three broad information cues for a user; AC9TDEFP01, physical making conditional.

1. **Welcome · 3 min.** Adult confirms large clean blunt paper, thick mark/approved tactile option, stable table and child choice. Otherwise plan only and write NOT TRIED.
2. **Notice source · 4 min.** Show [blank ASK/CHECK/TELL maker](print/cue-card-maker.pdf). The A4 page illustrates headings; real cards, if used, are school-approved large pieces prepared by an adult.
3. **Model recording · 5 min.** In [reader record](print/reader-record.pdf), separate the child's wording/choice from who physically marks and positions each cue. A drawn card is not evidence of reader use.
4. **Child make/direct or plan · 7 min.** Under adult control and only if approved/willing, child marks large ASK, CHECK SOURCE/STATUS and TELL ONLY WHAT IT SHOWS cue areas or directs an adult to do it. Place cues for a chosen reader and the fictional four-try source. Do not operate a ramp or use a private portfolio. No approval: orally plan the positions, mark physical making NOT TRIED.
5. **Check/respond · 4 min.** Record actual maker/placer, cue order and one access issue or unknown. If adult made all cues, log adult handling and child's own design decisions separately.
6. **Exit · 2 min.** Save first cue set or untried plan.

## Week 20 · Day 97 · Invite a willing reader

**Target/codes:** Evaluate the designed service against a real willing reader's exact use of a fictional source, or plan an honest next check; AC9TDEFP01.

1. **Welcome · 3 min.** Reader participation is optional and can be private. Confirm access, source label, adult approval and child comfort.
2. **Notice source · 4 min.** Reopen the child's Day 96 cue plan and [fictional record](print/fictional-trial-record.pdf). All numerical marks remain invented.
3. **Model recording · 5 min.** Point to [reader record](print/reader-record.pdf): exact ASK question, which source/status the reader points to, and their actual words are separate. Prefill none.
4. **Ordinary reader try or plan · 7 min.** If approved, child or adult presents the cues to one new willing reader and asks which P/Q attempt has no stop mark. Let the reader use words, point, sign or AAC without answer coaching; note the actual selected attempt, words, prompts and access route. If no reader, role-plan only and write NOT TRIED for response.
5. **Check/respond · 4 min.** Record exact response or absence. If reader chooses a completed attempt, ask what status cue might need revision later; do not label the reader a problem. One interaction cannot prove the guide works for everyone.
6. **Exit · 2 min.** “The reader actually ___,” or “I still need a reader to ___.”

## Week 20 · Day 98 · Revise one service step

**Target/codes:** Tie one cue/sequence change to observed reader feedback or a named unknown; AC9TDEFP01.

1. **Welcome · 3 min.** User difficulty is information for the designer. No reader trial is also an honest unknown.
2. **Notice source · 4 min.** Reopen the Day 97 [reader record](print/reader-record.pdf), with exact words/pointing or NOT TRIED.
3. **Model · 5 min.** Conditional example: “If the reader skipped CHECK and chose a numbered mark, I might move the STATUS word before the mark question. I would need another willing try to know whether it helps.”
4. **Child design talk · 7 min.** Child changes one prompt word, sequence, source label or accessible signal for their user, names the evidence/unknown, and proposes a next ordinary reader question. A re-try, if approved, has a new record.
5. **Check/respond · 4 min.** Record feedback/unknown → change → next observation. If the change simply decorates, ask how it helps the named reader check source/status.
6. **Exit · 2 min.** “I changed ___ because ___; next I would check ___.”

## Week 20 · Day 99 · A real sample needs a source

**Target/codes:** Explain a designed familiar evidence-guide feature and identify provenance/consent needed for real sample teaching; AC9TDEFK01 and AC9TDEFP01, authentic source conditional.

1. **Welcome · 3 min.** Week 20 may have real dated child samples, but this public pack contains none. A child can decline public sharing.
2. **Notice source · 4 min.** Show [blank authentic sample slot](print/authentic-sample-slot.pdf). A school-selected real sample needs source/date/consent, redaction and an accessible audience; otherwise leave it blank and use fictional practice.
3. **Model · 5 min.** “My service helps a listener ask about one labelled sample and its limit. I cannot call a pretend sample my classmate's work.” A real familiar classroom service/product also needs an actual child-seen feature and provenance.
4. **Child design talk · 7 min.** Child chooses a private or fictional audience, a sample question and one status/source check. With local approval only, they may compare cue design to an actual familiar reporting tool; record who supplied it and what was actually observed.
5. **Check/respond · 4 min.** Record intended user, source type, designed feature, privacy gate and unknown. If a child infers learning growth from one undated sample, ask what genuine dated comparison would be required.
6. **Exit · 2 min.** “I could teach ___ from ___; I still cannot tell ___.”

## Week 20 · Day 100 · Fresh check B

**Target/codes:** Design and conditionally evaluate an evidence-guide service for a new fictional sample pair; AC9TDEFP01.

1. **Welcome · 3 min.** Collect first response to a new public task before coaching.
2. **Notice source · 4 min.** Give [Check B](STUDENT-CHECKS.md#check-b--day-100--pattern-sample-guide) and its A4 source. One fictional sample has a date; the other's date is unknown. No actual child progress is supplied.
3. **Model access · 5 min.** On unrelated paper show accepted drawing, speech, point, sign, AAC and exact scribe routes without offering a held-source service idea.
4. **Independent response · 7 min.** Child proposes two different ASK/CHECK/TELL services, chooses for a named listener, names adult-gated material steps and states what the sample pair can/cannot support. A real user result requires an actual approved listener try; otherwise NOT TRIED.
5. **Check/respond · 4 min.** Collect work before consulting [public key](teacher/KEY-AND-NEXT.md). Record prompts and physical handler. Offer a supported retry later, separately from first response.
6. **Exit · 2 min.** Child names one source question or revision that would make an explanation more truthful for its audience.