# Teacher-only worked checks and next teaching

Save each child's first response before opening this key. Use it to choose a next teaching move, not a grade. Multiple layouts can meet the condition; record support, planning, actual enacted action and actual audience separately. Do not turn a child's intended question into a claimed audience reaction.

## Check I · Cue before reveal

**Start:** covered triangle parcel at invented depot; striped rectangle cue card separate; two empty numbered event boxes. **Worked response:** box **1 = striped silent cue**, box **2 = move screen so the same triangle parcel is shown**. The depot and parcel do not change. A child might intend “the cue tells the paper viewer to watch for the parcel.” This is a plausible intention, not observed viewer attention.

**Look for:** cue explicitly first, reveal second, same prop/place, and child can indicate what stayed. If reveal comes first, revisit D with a different cue/prop **after** the check. If child orders events but cannot explain, offer a simple AAC choice such as “notice prop / wait for prop” later without revising first evidence. A paper answer does not demonstrate live timing or performance.

## Check J · Entrance and reveal after cue

**Start:** paper kiosk stage border; figure outside; round token hidden by broad screen; blank square silent cue separate. **One worked response:** in first picture figure remains outside and token covered; after slow cue, the same figure card is placed inside the border and the screen slides aside so the same round token is visible. The figure may enter from any safe imagined side. Child might ask, “What is the token for?” Do not infer what any real viewer thinks.

**Look for separately:** cue precedes the changed picture; figure begins outside and ends inside; round token begins hidden and ends visibly shown; figure/prop identity and place stay; child offers a possible question. If only figure changes, revisit B's hide/reveal with broad screen. If only token reveals, revisit F's outside/inside entrance. If cue is omitted, revisit D's slow visual signal. Credit each clearly shown devised choice; no physical performance skill can be inferred from a drawing or adult puppet. Actual performance and willing-audience sharing need separate observation.

## Day-by-day evidence to seek next

| Day | Observable devised choice | Next small move |
| --- | --- | --- |
| 11 | Same setting/figure, prop absent or present, child names a possible question. | Hold box and add broad screen. |
| 12 | Screen covers/uncover same prop on child's cue. | Offer a clue rather than full view. |
| 13 | Child distinguishes clue from whole prop and names an unknown. | Move a silent cue before/after reveal. |
| 14 | Child orders cue and reveal intentionally. | Use fresh I source without pre-solving. |
| 15 | First response has silent cue then triangle parcel reveal at depot. | Revisit D with new source if order drifts. |
| 16 | Figure is near/far from fixed prop; child says why. | Add stage boundary. |
| 17 | Figure outside then inside after cue in devised plan. | Combine with prop reveal. |
| 18 | Child creates three moments and can keep/change one. | Seek real authorised work before maker discussion. |
| 19 | Actual authorised work encounter and any actual sharing logged separately. | Hold unobserved strands and arrange permissions. |
| 20 | First response shows cue, entrance, reveal and child question as separate features. | Revisit B/F/D for missing feature in a fresh context. |