Staff · A-later · Garden drawing finder
Components
Case id
A-later
Criterion
Identify the watering-can outline through the given local key, rather than an actual watering event.
Id
A-later-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
NEXT05
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
Identifies the whisk representation from the local key.
Try your own idea first
What does MIX stand for here?
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
Present the complete new baking-tool outlines source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: What does MIX stand for here? 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.
After the attempt, show this worked reasoning: MIX stands for the whisk drawing, not baking. 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
Baking-tool outlines
Complete source
A fresh invented outline board names a whisk drawing MIX and a tray drawing TRAY. Its key states these local relations. No food is made.
Reasoning after an attempt
MIX stands for the whisk drawing, not baking.
Number
1
Prompt
What does POUR stand for 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
POUR stands for the watering-can outline.
Case id
A-later
Criterion
Relate the POT request to the stated flowerpot-outline key.
Id
A-later-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
NEXT06
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
Relates LOOK request to window without inventing opening.
Try your own idea first
Choose Fen’s requested picture and show why.
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
Present the complete new door-picture request source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Choose Fen’s requested picture and show why. 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.
After the attempt, show this worked reasoning: LOOK names window, which answers Fen’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
Door-picture request
Complete source
A fresh fictional board names a door drawing OPEN and a window drawing LOOK. Fen requests LOOK. The board displays the window drawing. Nothing is opened.
Reasoning after an attempt
LOOK names window, which answers Fen’s request.
Number
2
Prompt
Which drawing answers Miro’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 flowerpot outline answers POT because the key names it POT.
Case id
A-later
Criterion
Identify the displayed flowerpot outline and one supported absent action: no watering or no planting.
Id
A-later-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
NEXT07
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
Retains sketch and no-building/no-testing boundaries.
Try your own idea first
What is shown? What action is still absent?
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
Present the complete new bridge idea source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: What is shown? What action is still absent? 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.
After the attempt, show this worked reasoning: A bridge idea is shown; no bridge has been built or tested. 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
Bridge idea
Complete source
A new made-up account has a bridge sketch and two separate broad cardboard pieces. Its caption says We drew an idea; we have not built or tested a bridge.
Reasoning after an attempt
A bridge idea is shown; no bridge has been built or tested.
Number
3
Prompt
What happened? What has not happened?
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 flowerpot outline is displayed; nothing has been watered or planted.
Case id
A-later
Criterion
Give an original explicit key-to-outline relationship, accepting usual communication without a universal-sign claim.
Id
A-later-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
NEXT08
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
States a new explicit key for the apron representation.
Try your own idea first
Make a different harmless key for the apron and explain it.
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
Present the complete new apron key source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Make a different harmless key for the apron and 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.
After the attempt, show this worked reasoning: A broad triangle could name the apron if that relation is stated. 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
Apron key
Complete source
A fresh pretend costume board has an apron drawing with local key FRONT and a separate hat drawing. FRONT is only a chosen game key.
Reasoning after an attempt
A broad triangle could name the apron if that relation is stated.
Number
4
Prompt
Choose a different key for the watering-can outline. 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 choose three dots and say THREE DOTS means this watering-can outline.
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-later
Initial own values
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
later
Role
Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted.
Title
Garden drawing finder
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.