Staff after capture · B-later
Whole neutral source
Original fiction. Mo chooses an invented sun mark. Adult Tal marks it on a whole sheet. Mo makes one broad fold after the story’s local check; Tal places the folded face on a table. It tips once during that stated check. Mo then chooses a flat arrangement as a new plan; nobody arranges or tries the flat version. This is a supplied fictional account, not evidence of this learner’s making, actual material approval or general stability.
Select after
Matching B-first originals and genuine targeted actor/steps/check/evaluation instruction, actual interval/exposure/access conditions recorded; unexposed changed source. Components need their own taught prerequisites.
Empty own page · Source · Selection and access
B-later-B1
Exact prompt: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?
Own heading: My component 1: Name the actual operators and the unperformed changed plan. What practical action does the source attribute to Mo?
Criterion: Tal marked/placed; Mo made one broad fold; tipping is one supplied event; the flat choice is unperformed. Do not over-credit Mo for Tal’s operations.
Possible response: The source supplies Mo’s fold only as Mo’s physical action. It gives no flat-version performance and no real learner observation.
Different next-teaching account: Fara chooses an invented triangle; adult Gil marks it; Fara bends the lower sheet once; Gil places it. A later winged proposal is not made.
Teach next: Separate Fara’s and Gil’s exact operations and the later proposal. Offer a new own making/directing opportunity and record actual operators.
Look for next: Next evidence is precise actor attribution plus actual separately observed learner action where offered.
B-later-B2
Exact prompt: Communicate a material/actor/step plan for an own changed display idea.
Own heading: My component 2: Communicate a material/actor/step plan for an own changed display idea.
Criterion: Exact own proposed material/action/location and actor linked to the changed purpose; no assumption that Mo’s local fictional check approves real materials.
Possible response: An own flat-face plan could name checked whole paper, a proposed marker and chosen position. Another suitable own form can fit; mark it proposed unless performed.
Different next-teaching account: Hana proposes moving an unrelated original moon face to a flat arrangement on an agreed surface. Hana names an adult helper for placement, which has not happened.
Teach next: Find Hana’s material, actor, action and location. Then invite a precise step for a new own display, keeping performance separate.
Look for next: Next evidence is an own actionable instruction and honest contribution/status.
B-later-B3
Exact prompt: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?
Own heading: My component 3: Give a purpose-linked question for your own next check. Which result is supplied, and which is still open?
Criterion: One observed fictional tipping event is supplied for the folded setup; no flat result. Own question must relate to purpose, with next performance left open.
Possible response: “My next question is whether my mark can be seen from my chosen place.” Mo’s folded face tipped once; the new flat setup has not been tried.
Different next-teaching account: Ilan’s fictional bent bird-face stays upright in one table check. Ilan then draws a different lower fold without making it; its effect is unknown.
Teach next: Contrast Ilan’s performed one-event check with the untried revision. Invite a different own check question and record exact conditions only if conducted.
Look for next: Next evidence is a bounded own check plus accurate supplied/unknown result, not causal proof.
B-later-B4
Exact prompt: Choose a specific feature to keep, change or question in an own new idea and explain why.
Own heading: My component 4: Choose a specific feature to keep, change or question in an own new idea and explain why.
Criterion: Own reason can use the source event, purpose or preference without claiming the flat plan is already better. A choice is not a measured effect.
Possible response: “I want to try a flat arrangement after seeing the tip, but I haven’t checked it” is one reason at correct scope. Other own decisions can fit.
Different next-teaching account: Jara likes a broad invented tree mark, keeps it, and proposes a wider base after one tip. No revised base or recheck is made.
Teach next: Separate Jara’s keep preference, purpose-linked revision and untested effect. Ask for a new own feature decision and a next question.
Look for next: Next evidence is specific own evaluation and honest revision/result status.
Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.