A-later · Garden drawing finder · paper
Garden drawing finder
A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.
Full words alternative
Original neutral source illustration for A-later: Garden drawing finder. Two source-card frames (40,100,250,230),(350,100,250,230). Left watering-can outline body(100,185,130,95), broad spout to275, handle above; label POUR. Right pot trapezoid(410,180;530,180;510,275;430,275), label POT. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model. Complete fictional source: A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.
Complete source
A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.
Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.
Use after this target and an accessible response route have actually been offered. Confirm this whole source and staff responses have not been seen; otherwise label practice. A later offer requires a fresh whole source and an intervening teaching opportunity. Without prior evidence call it current first evidence, not progress.
Read the exact source neutrally, reread, use broad pointing/card movement/usual communication or scribe exactly as directed. Record actual help and prompts. Do not supply a model, explain an answer or fill the four own spaces before an attempt. Pass, private response, pause or a smaller later offer remain valid.
These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.
One selected prompt may be enough. Leave all unused places empty.