# Staff · C-first · Two cards share a key ## Components 1. #### Case id C-first #### Criterion Identify both star and moon from the duplicate first key, not one preferred picture. #### Id C-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 NEXT17 ##### 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 Includes both duplicate-key matches. ##### Try your own idea first Show every SEAT match. ##### 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 furniture cards 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 every SEAT match. 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: SEAT matches chair and stool drawings. 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 Furniture cards ##### Complete source A fresh imaginary collection names a chair drawing SEAT and a stool drawing also SEAT. SEAT returns both. Nobody sits on furniture. ##### Reasoning after an attempt SEAT matches chair and stool drawings. #### Number 1 #### Prompt What does SKY return in the first collection? #### 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 SKY returns both star and moon in the first collection. 2. #### Case id C-first #### Criterion Give no card and tie that result to the absent CLOUD key without inventing a cloud record. #### Id C-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 NEXT18 ##### 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 Gives source-supported no-match without inventing a record. ##### Try your own idea first What can TENT return here? Why? ##### 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 absent tent 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 can TENT return here? 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. 3. After the attempt, show this worked reasoning: TENT returns none because that key is absent. 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 Absent tent ##### Complete source A new fictional camp-picture collection names a cup CUP and a bag BAG. TENT returns none because no TENT entry exists. ##### Reasoning after an attempt TENT returns none because that key is absent. #### Number 2 #### Prompt What does CLOUD return? 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 CLOUD returns none because that key is absent. 3. #### Case id C-first #### Criterion Identify only moon SKY→MOON and the resulting star-only SKY match. #### Id C-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 NEXT19 ##### 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 the single change and remaining match. ##### Try your own idea first What changes, what stays, and what now matches MUSIC? ##### 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 narrow music key 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 changes, what stays, and what now matches MUSIC? 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: Drum MUSIC becomes DRUM; bell stays MUSIC and is the match. 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 Narrow music key ##### Complete source A fresh fictional collection has drum and bell drawings both MUSIC. A second kept collection changes only drum’s key to DRUM; bell stays MUSIC. MUSIC then returns bell. No sound is made. ##### Reasoning after an attempt Drum MUSIC becomes DRUM; bell stays MUSIC and is the match. #### Number 3 #### Prompt What changes in the second collection? What does SKY return then? #### 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 moon key becomes MOON; SKY then returns only star. 4. #### Case id C-first #### Criterion Use the explicit separately kept complete first collection rather than assuming an edit destroys it. #### Id C-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 NEXT20 ##### 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 Uses retained separate version rather than edit-as-destruction. ##### Try your own idea first Does changing Second remove First? Show why. ##### 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 two drawing envelopes 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: Does changing Second remove First? 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. 3. After the attempt, show this worked reasoning: No; First remains separately kept unchanged. 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 Two drawing envelopes ##### Complete source A new imaginary account keeps a complete farm-picture collection in First. A copied revised collection goes in Second. First remains separately kept unchanged. ##### Reasoning after an attempt No; First remains separately kept unchanged. #### Number 4 #### Prompt Is the first collection still kept? 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 Yes. The source says the first complete collection is kept separately. ## 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 C ## 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 C-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 Two cards share a key ## Complete source An invented first collection names a star drawing SKY and a moon drawing also SKY. A SKY request returns both drawings. CLOUD returns no card because no card has that key. In a second collection only the moon key changes from SKY to MOON; the star remains SKY. SKY in the second returns only the star. The first complete collection is kept separately and is not removed.