Staff · B-first · One tablet, a useful finder
Components
Case id
B-first
Criterion
Identify the tablet as hardware, not the app or displayed picture; this answer is source reasoning, not actual learner device use.
Id
B-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
NEXT09
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
Distinguishes device and app through the stated account.
Try your own idea first
Which is the physical device? Which is software?
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 camera-free viewer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Which is the physical device? Which is software? 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: Computer is hardware; viewer app is software. 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
Camera-free viewer
Complete source
A fresh imaginary account says a desktop computer is a physical device. An offline viewer app displays a chair drawing. No camera or network is used.
Reasoning after an attempt
Computer is hardware; viewer app is software.
Number
1
Prompt
What is the physical device?
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 tablet is the physical device.
Case id
B-first
Criterion
Identify the offline collection-finder app as software for the particular finding purpose.
Id
B-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
NEXT10
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 the named software to its repeating purpose.
Try your own idea first
Which software helps, and what job does it do?
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 offline pattern maker source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Which software helps, and what job does it do? 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: The pattern-maker app repeats the dot drawing. 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
Offline pattern maker
Complete source
A new fictional account says an offline pattern-maker app on an approved tablet repeats an original dot drawing when Repeat is selected. No upload occurs.
Reasoning after an attempt
The pattern-maker app repeats the dot drawing.
Number
2
Prompt
What software does the finding job?
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 offline collection-finder app does the job.
Case id
B-first
Criterion
Trace CAPE input to the supplied cape drawing display without inventing movement or a network.
Id
B-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
NEXT11
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
Traces stated input to matching output.
Try your own idea first
Tell or show the selection-to-display path.
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 handle label display source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Tell or show the selection-to-display path. 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: HANDLE is selected and the handle drawing is displayed. 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
Handle label display
Complete source
A fresh imaginary desktop display names a lid drawing LID and a handle drawing HANDLE. A person selects HANDLE with a mouse; a label-viewer app displays the handle drawing.
Reasoning after an attempt
HANDLE is selected and the handle drawing is displayed.
Number
3
Prompt
What does Jo choose, and what appears?
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
Jo chooses CAPE and the app shows the cape drawing.
Case id
B-first
Criterion
Distinguish Jo’s choice from Lee’s opening support, retaining both roles.
Id
B-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
NEXT12
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 chooser and operator separately.
Try your own idea first
Who chooses, and who presses?
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 switch director source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
Ask: Who chooses, and who presses? 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: Tess chooses; Noor presses as directed. 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
Switch director
Complete source
A new invented account says Tess chooses OPEN for a door drawing in an offline app. Noor presses an approved switch exactly as Tess directs. The app shows the door drawing. Noor does not choose the word.
Reasoning after an attempt
Tess chooses; Noor presses as directed.
Number
4
Prompt
Who chooses the key? What does Lee do?
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
Jo chooses CAPE. Lee opens the app first.
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
B
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
B-first
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
first
Role
Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted.
Title
One tablet, a useful finder
Complete source
In this invented account a tablet is the physical device. A locally approved offline collection-finder app is its software. Its key names a crown drawing CROWN and a cape drawing CAPE. Jo wants CAPE. Jo selects CAPE with touch input; the app shows the cape drawing. Adult Lee opens the app first but does not choose Jo’s key. No network or account is used.