# Separate teacher key and next steps

Open after saving a child's first G/H response. Accept drawing, broad fixed cards, raised labels, AAC or neutral scribing. A child may create other coherent drama during play; these **specified** public checks have constrained one-card answers. Paper choices do not prove acting, social interaction, emotion, voice control or full curriculum achievement.

## Check A · G

Starting `FIND → HIDE` in WORKSHOP. Keep first action FIND and place WORKSHOP; change second action **HIDE → OFFER**. Answer: **`FIND → OFFER`**. Exactly one action card changes. The intended paper visitor is fictional; a learner-directed adult move is adult enactment/direction, not the child's performed interaction. If a child changes FIND as well, revisit one-held/one-changed with an unrelated practice pair after recording the first response.

## Check B · H

Starting `FINDER SHOWS BOX / FINDER SHOWS BOX` in WORKSHOP. Keep SHOWS BOX and WORKSHOP in both frames, keep first FINDER, change **second role FINDER → BUILDER**. Answer: **`FINDER SHOWS BOX / BUILDER SHOWS BOX`**. Exactly one role label changes. An enacted child scene, child narration, child-directed adult/puppet scene, paper plan shown to a willing person, puppet-only rehearsal and pass must be recorded as different events. A paper plan share does not demonstrate performed drama; puppet-only rehearsal/pass is not actual-audience sharing.

## Ten quick evidence and next-teaching rows

| Day | Record observable evidence | Next teaching if uncertain |
| --- | --- | --- |
| 1 | Chosen invented place, fixed visitor and child reason. | Overlay VISITOR on two place cards; change only place. |
| 2 | Role/action pair and held gallery; chosen reason. | Match each role card to its proposed action; keep setting fixed. |
| 3 | LOOK first, chosen WAIT/SHOW second and reason. | Use numbered two-cell strip and read first/then neutrally. |
| 4 | Chosen focus object and arrow; intended effect. | Overlay two focus arrows on same object pair. |
| 5 | First G action change and reason before key. | After check, use unrelated two-beat practice for one change. |
| 6 | A/B first-turn order and who offers/looks. | Put each figure above its action in two separate rows. |
| 7 | FIND held, second WAIT/SHOW choice and reason. | Revisit first/then with broad cards, no forced stillness. |
| 8 | Child-devised place/role/three beats and actual mode. | Rebuild beginning/middle/end with a neutral scribe. |
| 9 | First-party maker question; actual recipient and medium or rehearsal/pass. | Arrange authorised real drama and a willing audience later. |
| 10 | First H second-role change, held place/action, reason and actual share if any. | Use unrelated role-label swaps after saving first response. |

**Boundary:** For AC9ADRFE01, encounter an authorised real work and maker/community context. For AC9ADRFP01, document actual willing-audience sharing and its medium. For enacted role, voice/movement or interaction, observe those separately with consent and access planning. Do not infer skill, empathy or diagnosis from route or silence.