Staff · B-later · A pointer and a flower pictureFoundation Digital Tech · T3 W25–26 · Staff · Staff / B later

Components

1. Case id

   B-later

   Criterion

   Identify the laptop as the physical device rather than the viewer or drawing.

   Id

   B-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

   NEXT13

   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 hardware without inferring printing.

   Try your own idea first

   Find the physical device.

   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 no printer attached 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 the physical device. 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 laptop is the physical device; nothing is printed. 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

   No printer attached

   Complete source

   A fresh fictional account says a physical laptop runs an offline shape-viewer app and shows a triangle drawing. No printer is attached and nothing is printed.

   Reasoning after an attempt

   The laptop is the physical device; nothing is printed.

   Number

   1

   Prompt

   Which thing is the hardware?

   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 laptop is the hardware.

2. Case id

   B-later

   Criterion

   Identify the offline picture-viewer app and its flower-picture finding/display purpose.

   Id

   B-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

   NEXT14

   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 app and display purpose without inventing production.

   Try your own idea first

   Which app is used, and for what?

   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 offline label writer 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: Which app is used, and for what? 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 label-writer app displays letters for a badge idea. 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 label writer

   Complete source

   A new imaginary account says a locally approved offline label-writer app on a computer displays large letters for a badge idea. No badge is produced yet.

   Reasoning after an attempt

   The label-writer app displays letters for a badge idea.

   Number

   2

   Prompt

   Which software is used, and for what?

   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 picture-viewer app finds and displays the flower drawing.

3. Case id

   B-later

   Criterion

   Trace Ren’s BLOOM direction through Ivo’s faithful selection to the flower drawing.

   Id

   B-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

   NEXT15

   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 the three supplied parts of the path.

   Try your own idea first

   Show direction, selection and display.

   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 drawing-tile click 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: Show direction, selection and display. 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: Nia directs SPOT; the helper selects it; the spotted drawing appears. 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

   Drawing-tile click

   Complete source

   A fresh fictional tile app names a wavy drawing WAVE and a spotted drawing SPOT. Nia directs a helper to select SPOT with a pointer. The app displays the spotted drawing.

   Reasoning after an attempt

   Nia directs SPOT; the helper selects it; the spotted drawing appears.

   Number

   3

   Prompt

   What selection leads to the display?

   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

   Ren directs BLOOM, Ivo selects it, and the flower drawing appears.

4. Case id

   B-later

   Criterion

   Retain Ren as chooser and Ivo as operator without treating access support as another person’s choice.

   Id

   B-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

   NEXT16

   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 choice from access support.

   Try your own idea first

   Whose choice is this? What help happens?

   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 directed circle viewer 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: Whose choice is this? What help happens? 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: Eli chooses; Pat operates 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

   Directed circle viewer

   Complete source

   In a new invented account Eli chooses a circle drawing through usual communication. Pat operates an approved pointer exactly as Eli directs in an offline viewer. No photo or internet is involved.

   Reasoning after an attempt

   Eli chooses; Pat operates as directed.

   Number

   4

   Prompt

   Who decides, and who moves the pointer?

   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

   Ren decides; Ivo moves the pointer as directed.

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-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

A pointer and a flower picture

Complete source

In a fictional account Ren uses a physical laptop with a locally approved offline picture-viewer app. Its collection names a flower drawing BLOOM and a leaf drawing LEAF. Ren wants the flower and says BLOOM. Helper Ivo moves the pointer and selects BLOOM exactly as Ren directs. The app displays the flower drawing. No photograph is taken and nothing is shared online.