# Public teacher key and next moves · Days 45 and 50

**Teacher-targeted and publicly accessible by URL.** Keep this page out of learner handouts until first responses are collected. The cases are fresh relative to lessons, **not secure exams**. If prior access matters, author a new parallel fiction. Pointing, speech/sign/AAC, drawing and adult-directed placement can show the same HASS target; record exact support. The author observed no real child/classroom outcome. Never score a child for declining personal/local disclosure.

## Day 45 · Sage Room

1. **Drawing/location:** Source 1 actually draws a long low shelf with two legs at **left** and round mat at **right**. A child may point to the pictured shapes or use full verbal alternatives; mere colour naming is unnecessary. No square label appears on the drawing.
2. **People/source types:** **Nell** requests a square label above the shelf (Source 2). **Ari** plans to try a square label tomorrow (Source 3). These are distinct speakers and neither utterance reports installation.
3. **Unsupported result:** No source shows a square label **already above the shelf**. The drawing lacks it; request and future plan do not add it. If a child marks the plan as a report, reread “will try” and ask for a later observation.
4. **Open question:** Accept “Did Ari put the label up?”, “Was it square?”, “Could someone see/use it?” or a specific later-source question. A sound conclusion is “Source 1 draws shelf left and mat right; Nell requests and Ari plans a square label; whether a label was placed is unknown.” Even a new story note would still be fictional, not a real classroom result.

**Next move:** Sort a new fictional DRAWN / REQUESTED / PLANNED / REPORTED set on broad paper. For a child who has the distinction, ask what real approved source could show whether a feature actually helped someone. Never infer a real familiar-place or family-event outcome from this check.

## Day 50 · Horizon Room

1. **Map and time:** Source 1 draws **WIDE DESK LEFT** and **TWO PAPER POCKETS RIGHT** on Story Day 1. Source 2 is Lea's same-day plan to *maybe move one*. Source 3 is **Noah's Story Day 2** note. The paper model is not a real map or safe route; do not force an order between the two Day 1 sources.
2. **Plan versus report:** Lea says “might move,” an intention. Noah later writes “I saw one pocket beside the desk,” an **attributed fictional report**. It supports that one narrator reports a new position within this story; it does not show who moved it or whether another pocket stayed right. If a child says Lea certainly acted, ask where that is reported; it is not.
3. **Views:** **Jae** likes that pocket by the desk; **Mina** prefers two together on the right. Mina's preference does not refute Noah's reported sighting. Different wishes can coexist with a report; neither view speaks for everybody or measures use.
4. **Conclusion/question:** **A** is source-bound. **B** invents benefit to everyone. **No real use or benefit is shown.** Accept a question such as “Did anyone actually use the moved pocket?”, “Who moved it?”, “Where was the other pocket later?” or “Did a real approved change help different users?” A genuine real-world effect needs approved, dated observation and appropriately gathered views; these fictional cards cannot supply that.

**Next move:** For confusion, lay five whole source pages under DRAWING / PLAN / LATER REPORT / JAE VIEW / MINA VIEW. For strong evidence, ask which claim needs a second viewpoint or real observation and why. K03 remains partial; K01/K02/K04 remain open authentic-source work.

## Private teacher recording line

Keep day, exact child first response/point, source named, route and adult support, one evidenced strength, one unresolved distinction and next teaching move under school privacy rules. Never upload completed child records to this public pack.