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
NEXT07
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 sketch and no-building/no-testing boundaries.
Try your own idea first
What is shown? What action is still absent?
Role
Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.
Teaching moves
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Present the complete new bridge idea source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.
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Ask: What is shown? What action is still 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.
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After the attempt, show this worked reasoning: A bridge idea is shown; no bridge has been built or tested. 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
Bridge idea
Complete source
A new made-up account has a bridge sketch and two separate broad cardboard pieces. Its caption says We drew an idea; we have not built or tested a bridge.
Reasoning after an attempt
A bridge idea is shown; no bridge has been built or tested.