# Public teacher-targeted worked key and next moves

This key is **public by URL; the checks are formative, not secure exams**. Capture the first child-controlled source action before feedback. If prior access to the public source matters, prepare a different local paper case, key it and record the variation. Read-aloud, AAC and adult movement directed by the child are access; record any adult **content cue** separately. Do not infer a child's family, cultural identity, preferred place, actual sign comprehension or full-year HASS achievement from these fictional samples. K01/K02/K04 remain [local-source holds](../LOCAL-SOURCE-INSERT.md).

## Check A · Day 5 · Exact fictional source and worked response

The [Check A source sheet](../print/check-a-fresh-place.pdf) is a two-row × three-column **Paper Kite Room** map. Top row left to right: **ENTRY**, **CARD RACK**, **NEST SEAT**. Bottom row: **MODEL TABLE**, empty cell, **WINDOW PAD**. Therefore **CARD RACK is top-middle**. Accept pointing, a broad marker, or a matching grid mark; require the source cell/label, not a real-room inference.

The two authored voice cards read:

- **Lumi, fictional:** “NEST SEAT matters: I can look at picture cards quietly.”
- **Oko, fictional:** “MODEL TABLE matters: I can build paper shapes.”

The supported answer attributes **NEST SEAT/quiet picture-card looking to Lumi** and **MODEL TABLE/building paper shapes to Oko**. Do not label either as everyone's view or as actual child preference.

The care card reads: “A paper name label slipped away from CARD RACK. An adult put it back there so it could be read.” The source supports that **fictional adult action and intended readability**, not a real safety outcome. A safe child suggestion may be **tell an adult**. The child can conclude only that this card portrays a way a paper place **might** be looked after; whether a real place was helped is unknown.

| First child evidence | Next teaching move |
| --- | --- |
| Correct source-linked CARD RACK cell, both attributed reasons, and care source/action/suggestion separated | Give a new map with changed orientation and different fictional views later; treat this as one small sample. |
| Correct cell guessed without label/cell trace | Use a new two-cell map and ask “Which printed label showed that?” before expanding. |
| Lumi/Oko reasons swapped or “everyone” inferred | Reread one voice card at a time; move a speaker label only when its exact source line is read. |
| Real-world safety or sign effect claimed | Ask “What did this invented paper source actually show?” Mark real outcome **unknown**. |

## Check B · Day 10 · Exact fictional source and worked response

The [Check B source sheet](../print/check-b-fresh-signs.pdf) is a two-row × two-column **Paper Workshop Pavilion**. Top row: **ENTRY** left, **DRAW WALL** right. Bottom row: **CARD DESK** left, **REST COVE** right. Thus **CARD DESK is bottom-left**. An answerable question could be “Where is CARD DESK?” → bottom-left, or “Which place is above CARD DESK?” → ENTRY. Accept another question only if its answer is visible in the map/timeline.

The visitor line says exactly: **“I am looking for CARD DESK to get a blank paper card.”** This is a fictional written statement, not actual visitor feedback. The three pictorial frames are **mixed on the source sheet** (left-to-right: sign placed, blank sign, icon/words added). The correct source sequence is **blank sign → rectangle-card icon and CARD DESK words added → sign placed beside CARD DESK**. Before/next/after must follow that source sequence. A narrow supported conclusion: the finished sign is **intended to help someone looking for CARD DESK on this paper model**. The source does **not** show that the visitor read, understood or used it; effect is **unknown**.

| First child evidence | Next teaching move |
| --- | --- |
| CARD DESK bottom-left traced to source; answerable source question; three frames ordered/retold; visitor line attributed; sign purpose stated as intended with effect unknown | A new fictional source or school-approved real sign observation can extend the skill; no actual user outcome is inferred here. |
| Timeline order given but no pictured detail cited | Ask which frame has a blank board and which has the mark; use a different three-frame story next. |
| Visitor's need treated as proof the sign worked | Put **SAYS**, **SIGN INTENT**, **ACTUAL EFFECT UNKNOWN** in three boxes and cite only the printed source. |
| Question asks for something the source cannot answer | Validate curiosity, then shape a separate map-answerable question; do not invent the missing fact. |

**Scoring/claim boundary:** Record source use, question, attribution, pictorial recording, narrative and conclusion **separately**, with any adult prompts. These two public cases offer partial AC9HSFK03 and AC9HSFS01–S05 evidence. They do not complete family/celebration/Country-Place descriptions, Queensland Prep formal assessment, safe route design or real sign accessibility testing. Store authentic child work privately.

## Actual optional place route · separate teacher note

This appended note leaves the original Days 5/10 fresh keyed interpretations unchanged. R1 records actual feature/question/help, with familiarity/belonging separately grounded; R2 source/view-matching pictorial locations, unfinished parts open; R3 only the particular person's reason actually supplied/shared (no own-view or group agreement inferred); R4 a suitable sourced care explanation/conclusion, with any actual act/effect separately evidenced; R6/9 place-cue/source question and terms, intended job rather than assumed visitor success. A source-backed possible care explanation is useful even when not acted on. Do not count a generic gesture, teacher-supplied answer or source availability as independent child attainment.

The [complete actual workflow](../ACTUAL-PLACE-PATHWAY.md) distinguishes prepared opportunity, local readiness, actual teaching and component-specific supported/independent response. P remains legitimate partial K03 concepts/skills. A private response, pass or absent home return is not an error; no response means no new outcome observed, not a zero. Neither the fictional checks nor one actual cue establishes complete K03/year attainment.