# Staff · D-first · A private creature card ## Components 1. #### Case id D-first #### Criterion Identify Ari’s chosen creature drawing and ZIG key from the explicit account, not every supplied pack item. #### Id D-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 NEXT25 ##### 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 that own example from the supplied square. ##### Try your own idea first Which example does Uma identify as their own? ##### 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 own ladder creature 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 example does Uma identify as their own? 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: Uma identifies the chosen ladder-legged creature and RUNG 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 Own ladder creature ##### Complete source In a fresh invented account Uma chooses ladder-shaped legs for an original creature and key RUNG. Uma calls that chosen drawing/key my own collection data. A supplied square card is separate. ##### Reasoning after an attempt Uma identifies the chosen ladder-legged creature and RUNG key. #### Number 1 #### Prompt Which example does Ari call their own collection data? #### 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 Ari calls the chosen creature drawing and ZIG key their own example. 2. #### Case id D-first #### Criterion Identify the adult-supplied star and retain that Ari did not make it. #### Id D-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 NEXT26 ##### 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 Attributes the supplied moon without inventing maker identity. ##### Try your own idea first Which picture is supplied by someone else? ##### 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 pack moon card 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 picture is supplied by someone else? 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 moon is supplied ready-made by someone else. 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 Pack moon card ##### Complete source A fresh fictional account says Jin chooses an original dotted hat drawing. A moon picture arrives ready-made in the adult pack, made earlier by someone else; Jin did not make it. ##### Reasoning after an attempt The moon is supplied ready-made by someone else. #### Number 2 #### Prompt Which picture was supplied ready-made? #### 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 star picture was supplied ready-made by the adult. 3. #### Case id D-first #### Criterion Distinguish Ari’s creative choices from Lee’s faithful drawing support. #### Id D-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 NEXT27 ##### 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 creative choice and faithful help separately. ##### Try your own idea first Who chooses, and who helps? ##### 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 ribbon 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: Who chooses, and who helps? 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: Cleo chooses; Rex draws and writes 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 ribbon ##### Complete source In a new invented account Cleo chooses a zigzag ribbon and key BEND. Rex draws and writes exactly as Cleo directs and does not choose the shape or key. ##### Reasoning after an attempt Cleo chooses; Rex draws and writes as directed. #### Number 3 #### Prompt Who chooses, and who draws as directed? #### 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 Ari chooses the ears and ZIG; Lee draws as directed. 4. #### Case id D-first #### Criterion Respect the explicit private choice and absence of an identifying-data requirement. #### Id D-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 NEXT28 ##### 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 Respects declined sharing without imposing disclosure. ##### Try your own idea first What sharing choice is made? What is unnecessary? ##### 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 private mushroom 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 sharing choice is made? What is unnecessary? 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: Min keeps it private; identifying data or login is unnecessary. 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 Private mushroom ##### Complete source A fresh fictional account says Min makes a pretend mushroom drawing/key DOT, declines display and keeps it private. No address, school, photo or login is required. ##### Reasoning after an attempt Min keeps it private; identifying data or login is unnecessary. #### Number 4 #### Prompt What sharing choice does Ari make? Is identifying information needed? #### 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 Ari keeps it private; identifying information is not needed. ## 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 D ## 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 D-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 A private creature card ## Complete source In this invented account Ari chooses zigzag ears for an original imaginary creature drawing and chooses ZIG as its key. Ari directs helper Lee, who draws those chosen zigzags faithfully. A ready-made star picture from the pack is supplied by the adult; Ari did not make it. Ari calls the chosen creature-and-key example my own collection data and chooses to keep it private. No identifying name, address, photograph, login or upload is needed.