Staff criteria · Hand over an invented map-picture job

Complete supplied source

Fiction: Devon wants an own guide that would help an agreeing person start a made-up island-map picture and leave blank parts ready after finished work is kept. Suitable broad whole paper/card and a marking tool are available. The person has not been asked; no route, place names, map, guide, making, use, reply or return is supplied. This is not navigation, a real island location or a secure handover test.

Exact question and source-specific next teaching

1. Show or tell what would be ready and how the person would begin.

Own heading: Ready and first use

B1: Look for a communicated own ready arrangement and useful beginning action fitting the drawing job. Worked possibility: a broad start guide beside a blank sheet, directing an own first picture mark. No particular map symbol/location is required. Unrelated next account: “Remi wants a pretend stage-poster picture. Paper exists, but there is no ready view or first instruction.” Invite a start relationship. After capture, model a blank sheet/first-mark proposal in Remi's plan, then return to Devon's idea; a described beginning is not an actual recipient event.

2. What different guide or arrangement could help? Which do you choose, and why?

Own heading: Another guide and my choice

B2: Look for a meaningful guide/layout alternative chosen with purpose/preference reason. Worked possibility: a broad pictorial ready/use/return sequence versus an exact spoken instruction routine. Unrelated next account: “Kai plans an invented train-story notice. One proposal is a wide drawn sequence; another tells the steps without a sheet guide. Nobody uses them.” Ask what the user would do differently. Teach representation/operation difference after capture, then invite an own Devon alternative without imposing the model's sequence.

3. Which available parts would you use? Tell your making/setup steps and who acts.

Own heading: Parts, steps and actors

B3: Look for sensible proposed available materials and making/setup steps with actual/proposed roles honest. Worked possibility: mark an own broad start cue, place it beside a blank whole sheet, name who marks and places, then give the first instruction. Unrelated next account: “Child Bea dictates a start-guide idea to adult Hal. Hal records Bea's exact words and places a suitable broad sheet; nobody marks a guide.” Ask which contribution was idea, recording and placement. After capture, model one complete proposed marking/setup step, then invite Devon's own procedure; do not invent Bea's physical making.

4. How would finished work stay kept and the next start get ready? What is not tried?

Own heading: Keep, return and unknown

B4: Look for an own purpose-linked finished-work/next-ready return arrangement or steps and untried use/return honest. Worked possibility: preserve the finished picture in an own keep place and propose putting suitable blank paper beside the guide; no second use is claimed. Unrelated next account: “Mona's finished drawing is kept. Mona puts a fresh broad blank sheet next to a private guide. No later use is recorded.” Ask what returned and what remains unknown. Teach actual return versus unknown next use, then invite Devon's proposed routine. A held plan does not acquire Mona's event.

Conditions

A/B first requires actual purpose, alternative, material/actor steps and ready/use/return instruction, normally after Day184 or equivalent. C-first needs actual actor/action/result/unknown and return instruction, normally after Day187 or equivalent. D-first needs actual source/attribution/familiarity distinction instruction, normally after Day189 or equivalent. Later means the matching family after genuine targeted teaching and exposure review; C/D may extend beyond Day190. Changed contexts, cues and source complexity are not calibrated equal difficulty. Document access versus supplied design support and familiarity/exposure. No scores are converted to Prep AP/MC/WW/EX/BA bands; no source answer certifies real child familiarity, manufacture or use.

Source · Empty own work · Capture and actual next teaching.

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