# Teacher-only formative key and next invitations

Keep this separate from public M/N sheets. Save each child's first completed arrangement, words/AAC/direction, support and time before probing or feedback. These checks are not secure or standardised exams; a pass can be revisited. There is more than one defensible dramatic choice. Do not treat a preferred viewer interpretation as a fact, or adult-supplied pieces as independent child creation.

## Check M · worked solution and decision rule

One workable M plan: **NOW** P and striped token sit by DESK; child turns a page or moves a divider; **LATER** the same P/striped token appear by SORTING SHELF. The stable P or striped token is an explicit continuity anchor; the changed setting and child-chosen boundary make the second moment legible. The striped token may be placed differently if its identity remains clear. Accept another source-consistent arrangement with a stated keep/change/boundary and plausible viewer clue. Do not require those exact card locations or a spoken answer.

Look for a child-authored choice, not mere copying. If both scenes show the same desk with no boundary, ask *after saving* which clue could make the shelf moment visible; practise later with a **different** source. If P is replaced by an unintroduced character, ask whether the child intended the same or a new role and which mark would show that. A child directing a neutral adult can devise a scene; the adult's own inference cannot substitute for child choice. Optional enactment and actual sharing need separate observed records.

## Check N · worked solution and decision rule

One workable N plan: first frame **R at TABLE** with a broad ring-mark card; child places LATER between frames; second frame **R by PARTS RACK** raises or positions the **same ring mark** so a viewer might connect the two moments. The returning action may instead be an explicit repeated card move if the child identifies it clearly. Accept a different child-chosen location/action with one continuity clue, one changed setting, a legible scene boundary and a source-backed possible intended idea. No repair success, cultural story or emotion is implied.

If the ring appears only once and no action returns, save first work, then invite a new invented mark in a later practice source. If the child says “R is sad,” acknowledge it as a *possible* interpretation and ask which visible clue supports it; do not score emotion reading as required. If the two moments blur together, offer broad first/second mats after first evidence capture. A private paper answer may show devising but leaves AC9ADRFP01 **NOT OBSERVED**. Only an actual willing audience, consent and observed sharing can change that record. AC9ADRFE01 also stays **NOT OBSERVED** without a cleared named real work encounter.

## Daily first-response and next-step ledger

| Day | Preserve exact first response | If a new invitation is useful |
| --- | --- | --- |
| 31 | Same figure/card and chosen NOW/LATER clue. | Use two large blank mats; ask the child to place only one changed setting. |
| 32 | Child-selected anchor and changed place, with support. | Offer one stable broad figure before adding a second possible anchor. |
| 33 | Boundary method and order of the child's steps. | Rebuild two frames with a clear divider or page turn chosen by child. |
| 34 | First and revised layouts plus intended viewer clue. | Try a different invented room before comparing continuous and framed versions. |
| 35 | Fresh M first two-scene arrangement and reason. | After Check M, use an art-store or shed source, never M as a rehearsed model. |
| 36 | Where mark returned and child-offered connection. | Show one same shape in two large frames, then ask what the maker wants noticed. |
| 37 | Visible returning action and changed contextual clue. | Put two action cards beside distinct settings; separate observation from possible reading. |
| 38 | First/revised work and any actual reader response. | Invite one smaller mark move and ask for the child's intended purpose. |
| 39 | Authored scene, actual named work encounter, actual sharing as separate facts. | Schedule a rights-cleared encounter later if none occurred; do not invent one. |
| 40 | Fresh N first shift, return and intended idea. | After Check N, use a different harbour/book-nook story and keep the first work. |

**Evidence boundary:** AC9ADRFD01 and AC9ADRFC01 can be sampled through actual child choices and authored work; AC9ADRFE01 requires an authentic encounter; AC9ADRFP01 requires actual sharing. Keep all four judgments separate. Paper-only participation is not child performance, and no imagined audience response is measured.