# Staff · A-first · Pocket picture finder ## Components 1. #### Case id A-first #### Criterion Identify the mitten picture from the stated local key, distinguishing a representation from an actual object. #### Id A-first-Q1 #### Initial value #### Next teaching ##### Access The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota. ##### Eligibility and help Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response. ##### Id NEXT01 ##### Next decision If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain. ##### Notice Links PATCH to the supplied patch representation. ##### Try your own idea first Point to what PATCH names. ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### Teaching moves 1. Present the complete new shoe-repair pictures source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach. 2. Ask: Point to what PATCH names. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production. 3. After the attempt, show this worked reasoning: PATCH names the patch drawing, not a completed repair. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses. ##### Title Shoe-repair pictures ##### Complete source A fresh imaginary repair board has a lace drawing named TIE and a patch drawing named PATCH. Its key states both relations. Nobody repairs a shoe. ##### Reasoning after an attempt PATCH names the patch drawing, not a completed repair. #### Number 1 #### Prompt What does LOOP name here? #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt LOOP names the mitten picture. 2. #### Case id A-first #### Criterion Relate Neri’s mitten request to the LOOP key and mitten picture, rather than a personal preference. #### Id A-first-Q2 #### Initial value #### Next teaching ##### Access The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota. ##### Eligibility and help Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response. ##### Id NEXT02 ##### Next decision If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain. ##### Notice Connects request, key and carriage drawing. ##### Try your own idea first Find Sol’s requested picture and show the matching key. ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### Teaching moves 1. Present the complete new train-picture rack source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach. 2. Ask: Find Sol’s requested picture and show the matching key. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production. 3. After the attempt, show this worked reasoning: CAR names carriage, which answers Sol’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses. ##### Title Train-picture rack ##### Complete source A new invented rack names an engine drawing ENGINE and a carriage drawing CAR. Sol requests CAR and the rack displays the carriage. No train runs. ##### Reasoning after an attempt CAR names carriage, which answers Sol’s request. #### Number 2 #### Prompt Which card answers Neri’s request? Show why. #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt The mitten picture answers the request because LOOP names it. 3. #### Case id A-first #### Criterion Retain the displayed picture and explicit no-wearing limit without inventing an action. #### Id A-first-Q3 #### Initial value #### Next teaching ##### Access The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota. ##### Eligibility and help Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response. ##### Id NEXT03 ##### Next decision If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain. ##### Notice Separates represented paint from actual painting. ##### Try your own idea first What is represented, and what remains undone? ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### Teaching moves 1. Present the complete new paint idea and model source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach. 2. Ask: What is represented, and what remains undone? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production. 3. After the attempt, show this worked reasoning: The drawing represents a painted wall; the model has not been painted. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses. ##### Title Paint idea and model ##### Complete source A fresh made-up account shows a painted-wall drawing beside an untouched cardboard wall model. Its caption says the picture is an idea; the model has not been painted. ##### Reasoning after an attempt The drawing represents a painted wall; the model has not been painted. #### Number 3 #### Prompt What is shown? What has not been done? #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt The mitten picture is shown; no clothing is worn. 4. #### Case id A-first #### Criterion Give a harmless original mark, drawing or word with an explicit scarf-picture relation; neatness is not the criterion. #### Id A-first-Q4 #### Initial value #### Next teaching ##### Access The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota. ##### Eligibility and help Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response. ##### Id NEXT04 ##### Next decision If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain. ##### Notice Makes an explicit original mark-to-towel relation. ##### Try your own idea first Invent another harmless mark for the towel drawing. Explain it. ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### Teaching moves 1. Present the complete new towel marks source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach. 2. Ask: Invent another harmless mark for the towel drawing. Explain it. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production. 3. After the attempt, show this worked reasoning: Two dots could name the towel if the child explains that relation; DRY is not compulsory. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses. ##### Title Towel marks ##### Complete source A fresh pretend cupboard has a towel drawing keyed DRY. The key says DRY names this towel picture in our game. A sock drawing is separate and unkeyed. ##### Reasoning after an attempt Two dots could name the towel if the child explains that relation; DRY is not compulsory. #### Number 4 #### Prompt Make a different key for the scarf picture. Explain it. #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt I draw two bars and say they name this scarf picture. Other explicit harmless keys can work. ## Choose an eligible offer 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. ## Family A ## Neutral access help 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. ## Id A-first ## Initial own values 1. 2. 3. 4. ## What this can show 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. ## Offer first ## Role Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted. ## Title Pocket picture finder ## Complete source An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn.