Staff · C-first · Two cards share a key
Components
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
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.
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.
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.
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
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.
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.
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.
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
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.
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.
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.
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
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.
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.
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
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.