Staff · C-later · A narrow bag keyFoundation Digital Tech · T3 W25–26 · Staff · Staff / C later

Components

1. Case id

   C-later

   Criterion

   Identify both bag and basket from the duplicate first key.

   Id

   C-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

   NEXT21

   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 both supplied duplicate-key results.

   Try your own idea first

   Find all MARK matches.

   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 twin bookmarks 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 all MARK matches. 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: Both bookmark drawings match MARK. 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

   Twin bookmarks

   Complete source

   A fresh fictional collection names a long bookmark drawing MARK and a short bookmark drawing also MARK. MARK returns both. No book is marked.

   Reasoning after an attempt

   Both bookmark drawings match MARK.

   Number

   1

   Prompt

   What matches CARRY 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

   Bag and basket both match CARRY in the first collection.

2. Case id

   C-later

   Criterion

   Give none because no CUP entry exists, without treating a missing record as found.

   Id

   C-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

   NEXT22

   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

   Recognises the absent key without nearest-picture guessing.

   Try your own idea first

   What does BRIDGE find 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 missing bridge 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 does BRIDGE find 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: It finds nothing because neither entry has that key. 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

   Missing bridge

   Complete source

   A new invented play-map collection names a house HOUSE and a path PATH. BRIDGE is absent and returns none.

   Reasoning after an attempt

   It finds nothing because neither entry has that key.

   Number

   2

   Prompt

   What matches CUP? 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

   Nothing matches CUP because that key is absent.

3. Case id

   C-later

   Criterion

   Trace only bag CARRY→BAG and the unchanged basket CARRY match.

   Id

   C-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

   NEXT23

   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 exact edit and unchanged remaining match.

   Try your own idea first

   What changes, and what answers RAIN now?

   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 umbrella key edit 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, and what answers RAIN now? 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: Only umbrella’s key changes; raincoat now answers RAIN. 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

   Umbrella key edit

   Complete source

   A fresh imaginary collection names umbrella and raincoat drawings RAIN. In a second kept collection only umbrella becomes UMBRELLA. Raincoat remains RAIN. RAIN then returns raincoat.

   Reasoning after an attempt

   Only umbrella’s key changes; raincoat now answers RAIN.

   Number

   3

   Prompt

   What changes? What matches CARRY in the second 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

   The bag key becomes BAG; CARRY then matches only basket.

4. Case id

   C-later

   Criterion

   Retain both separately kept versions and one supported absent action: no shopping or no carrying.

   Id

   C-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

   NEXT24

   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 two versions and explicit absent practical action.

   Try your own idea first

   What is kept, and what practical action is absent?

   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 saved kite sheets 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 is kept, and what practical action is 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.

   3. After the attempt, show this worked reasoning: Both sheets are kept; no flight or purchase happens. 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

   Saved kite sheets

   Complete source

   A new fictional account keeps First as a complete kite-picture key sheet. Second is a copied revised complete sheet. Both remain kept. Nobody flies a kite or buys materials.

   Reasoning after an attempt

   Both sheets are kept; no flight or purchase happens.

   Number

   4

   Prompt

   Are both versions kept? What practical action is absent?

   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

   Both are kept separately; no shopping or carrying happens.

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-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 narrow bag key

Complete source

A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred.