Staff after capture · C-later
Whole neutral source
Original fiction. Oren’s invented reading-corner cue has a broad front mark and one bent lower part. Oren flattens that lower part once. The supplied observer says, “The mark was still visible while the sheet lay flat.” No later folded display or reading event is recorded. Oren now wants a different show/store plan for an own cue; the source does not supply that new design. A reported visible mark is not approval for all users or proof that a later standing form will work.
Select after
Matching C-first originals, actual targeted transformation/content/status/check instruction and a real interval with exposure/access notes; this new source unexposed. May extend beyondDay200.
Empty own page · Source · Selection and access
C-later-C1
Exact prompt: Which action and bounded result are supplied? What later event stays unknown?
Own heading: My component 1: Which action and bounded result are supplied? What later event stays unknown?
Criterion: Oren flattened once; the observer reported a mark visible in the flat arrangement. Later folded display/reading remain unknown; no all-user or next-event inference.
Possible response: The source supports that one flat-view visibility report. It does not say a reopened folded face stood or a person read the message.
Different next-teaching account: Pela flattens an unrelated fictional flower card. A helper reports one flower mark seen in that flat arrangement; a later folded use is not recorded.
Teach next: Underline the exact observer/event scope, then ask a new ordinary event question and distinguish what remains unknown.
Look for next: Next evidence is precise bounded action/report and an open next event, not a universal conclusion.
C-later-C2
Exact prompt: Create own show and storage views for the new cue and explain what content you want to keep.
Own heading: My component 2: Create own show and storage views for the new cue and explain what content you want to keep.
Criterion: Own different-purpose views with a meaningful content/form connection; no copy requirement or automatic practical success from the source.
Possible response: A child could show a broad reading cue face and a flatter stored view, naming their own invented mark to retain. Other communicated solutions can fit.
Different next-teaching account: Qin draws an unrelated book-choice picture face and a flat plan with the same invented picture. Qin has not made either.
Teach next: Use Qin’s retained-content relationship to teach show/stored representation, then invite a new own cue’s two views before a model.
Look for next: Next evidence is own communicated relationship, with separately observed production only if supplied.
C-later-C3
Exact prompt: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.
Own heading: My component 3: Give a specific material/actor/action sequence for your own chosen transformation and a wanted stop/keep condition.
Criterion: Own precise steps preserve a chosen part and acknowledge local suitability/actors. Stop/keep is a design choice; no compliance or forced flattening score.
Possible response: The child might propose flattening one checked broad bend while keeping a wanted marked face whole, then stopping at a chosen storage position. Other purposeful steps fit.
Different next-teaching account: Rui proposes moving an original leaf picture flat rather than bending its cherished marked area. An adult would help; the proposal remains unperformed.
Teach next: Identify Rui’s preserve/stop condition and proposed actor, then invite an own transformation step that does not require damaging wanted work.
Look for next: Next evidence is a specific purposeful own instruction and accurate actual/proposed operator status.
C-later-C4
Exact prompt: Choose one next check for your own transformed display. What does the source not already prove?
Own heading: My component 4: Choose one next check for your own transformed display. What does the source not already prove?
Criterion: Relevant own check about the changed display/content/view, with later standing/reading and universal effects kept open.
Possible response: “Could my face stand again at my chosen place?” can be a proposed next question, not a guaranteed result. Oren’s flat-view report cannot answer it.
Different next-teaching account: Suri’s fictional flattened star card was seen once. Suri proposes checking its next angled arrangement; nobody does that second check.
Teach next: Compare Suri’s available report with the new proposed question, then ask one relevant check for a different own cue.
Look for next: Next evidence is an own next question and accurate available-versus-needed evidence.
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.