# Staff · D-later · An own wrapper, a supplied card ## Components 1. #### Case id D-later #### Criterion Identify the chosen original wavy-wrapper drawing and WAVE key, not the supplied fish. #### Id D-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 NEXT29 ##### 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 Ava’s example from the supplied bus. ##### Try your own idea first Which example does Ava 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 parcel pattern 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 Ava 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: The chosen crosshatched wrapper and CROSS 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 parcel pattern ##### Complete source A new made-up account says Ava chooses crosshatching for an original wrapper drawing/key CROSS and identifies it as my own collection data. A supplied bus picture is separate. ##### Reasoning after an attempt The chosen crosshatched wrapper and CROSS key. #### Number 1 #### Prompt Which example does Bo identify as their own? #### 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 Bo identifies the chosen wrapper drawing and WAVE key. 2. #### Case id D-later #### Criterion Identify the supplied fish and retain the other-maker account without inventing a name. #### Id D-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 NEXT30 ##### 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 Does not infer Paz made all pack items. ##### Try your own idea first Which item is someone else’s supplied contribution? ##### 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 supplied mountain 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 item is someone else’s supplied contribution? 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 mountain picture is the other maker’s supplied contribution. 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 Supplied mountain ##### Complete source A fresh fictional account says Paz chooses an original ring-pattern card/key RING. A mountain picture was made earlier by another maker; Paz did not make it. ##### Reasoning after an attempt The mountain picture is the other maker’s supplied contribution. #### Number 2 #### Prompt Which item was made earlier by someone else? #### 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 fish picture was made earlier by another maker. 3. #### Case id D-later #### Criterion Retain Bo’s choices and Mai’s faithful writing support, distinguishing choice from motor production. #### Id D-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 NEXT31 ##### 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 Separates choice from writing production. ##### Try your own idea first Who chooses, and who writes? ##### 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 scribed tunnel 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 writes? 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: Oli chooses; Fran 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 Scribed tunnel ##### Complete source In a new invented account Oli chooses an original tunnel drawing/key UNDER. Fran writes UNDER faithfully as Oli directs. Oli chose drawing and key. ##### Reasoning after an attempt Oli chooses; Fran writes as directed. #### Number 3 #### Prompt Who chooses the design and key? What help happens? #### 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 Bo chooses the design and WAVE; Mai writes as directed. 4. #### Case id D-later #### Criterion Retain declined display/private keep and absence of identifying-data or sharing requirements. #### Id D-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 NEXT32 ##### 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 private choice and absent identifying-data requirement. ##### Try your own idea first What display choice is made? What is not needed? ##### 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-display flower 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 display choice is made? What is not needed? 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: Rae declines display; identifying data and upload are 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 No-display flower ##### Complete source A fresh fictional account says Rae chooses an original spiral-flower drawing/key CURL, declines display and keeps it private. No name, school, address, password, photo or upload is needed. ##### Reasoning after an attempt Rae declines display; identifying data and upload are unnecessary. #### Number 4 #### Prompt What does Bo choose about display? What is not 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 Bo declines display and keeps it private; identifying data and online sharing are 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-later ## 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 later ## Role Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted. ## Title An own wrapper, a supplied card ## Complete source In this fictional account Bo chooses wavy stripes for an original wrapper drawing and chooses WAVE as its key. Helper Mai writes WAVE exactly as Bo directs. Bo identifies that chosen wrapper-and-key example as my own collection data. A fish picture in the same pack was made earlier by another maker; Bo did not make it. Bo declines a display invitation and keeps the collection private. No identifying name, school, address, photograph, password or online sharing is needed.