Teacher scripts · Family Connections Private Choice KitFoundation HASS · T2 W13–14 · Lesson sequence

Ten optional 25-minute starts, each 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. P = complete Page Nook fiction/concept route; R = school-approved optional private actual-family route in Days 61–64/69. Read actual preflight before offering R; reuse one permitted source and two broad play mats. Keep source/permission/date/support paperwork in a concise teacher note. Child questions/actions stay short. No child must disclose family, origins, identity or culture; change route/close/pass freely. Prepared conditional K01 teaching opportunity is separate from observed outcomes; no actual outcomes collected in authoring.

Use A/B/C same-goal routes, one sentence/decision at a time and a pre-made flat/oral kit. Sample a few learners, not a whole-class private assessment. An unfinished box/story can continue at another sitting; log extra time without claiming it fitted today’s 25 minutes. Integrated Week 13 supports the private option; Week 14 plant work remains separate Science. Days 65/70 fresh fictional sources and first responses stay separate from R, with the worked key opened only after capture.

Week 13 · Day 61 · Choose a family connection kit

Target/codes: Ask a question and represent one sourced relationship; AC9HSFS01 and AC9HSFS02 partial.

R opportunity/codes: AC9HSFK01 conditional by actual family-person, relationship, born and raised components; only parts sourced/elicited today. S01–S05 partial where their actions occur; no actual outcome pre-filled. K02/K04 held; component decisions.

1. Choose/start · 3 min. Show broad circles. Say “Pick the made-up people, a private source, or pass.” R only after preflight/child choice; keep any private cue closed to peers.

2. Source/play · 4 min. P: Read A cousin/aunt lines. R: Read one exact approved family-person/relationship sentence; say who supplied it. “Who tells us?” Missing source → P, not invented family facts.

3. Model · 5 min. P: Link Jules/Emi circles with COUSINS. R: Demonstrate an unrelated blank connection only; no guessed actual relationship. “We can join the people the source names.”

4. Make/direct · 7 min. Child chooses/directs two broad circles and one source-backed connection, asks one small question, or closes the private field and uses P. Use roles instead of names if preferred. No required genealogy, photo or fine cutting.

5. Check/respond · 4 min. Ask “How are these people connected? Which part tells us?” Sample one first decision and exact help, then feedback. R teacher notes family-person and relationship components only if supported; origins stay open.

6. Exit · 2 min. Child chooses tell privately/close/return. Keep one link or continue next sitting. Say “We found one connection.” No whole-row score.

Next move: Continue one missing source/term/connection at a later private or fictional sitting; preserve first words/support and keep any new answer separate.

Week 13 · Day 62 · Make two place boxes

Target/codes: Sort birth and raising details without filling source gaps; AC9HSFS02 and AC9HSFS04 partial.

R opportunity/codes: AC9HSFK01 conditional by actual family-person, relationship, born and raised components; only parts sourced/elicited today. S01–S05 partial where their actions occur; no actual outcome pre-filled. K02/K04 held; component decisions.

1. Choose/start · 3 min. Offer pre-made BORN / GREW UP boxes, or oral/direct-adult equivalent. “One box today is fine.” R current child/source scope checked; no private place announced to class.

2. Source/play · 4 min. P: Read one A person at a time: Pat born Darwin/grew up Adelaide; Jules born Cairns/growing up unnamed town; Emi not stated. R: Read only permitted actual birth/raising phrase, with source/date in teacher note.

3. Model · 5 min. P: Put Pat’s Darwin in BORN and Adelaide in GREW UP. R: Use unrelated blank boxes for mechanism. “Born and grew up can be the same or different.” Several raising places may remain several.

4. Make/direct · 7 min. Child moves/draws/directs one broad place cue into its source-matching box; add the other if ready. R exact broad precision only; source unknown/not supplied/private stays open or closed by choice. Save unfinished part for another sitting.

5. Check/respond · 4 min. Ask “Which words helped put it here?” Capture first placement/help before feedback. Do not swap a person or infer birthplace from raising/current place. A source gap is not a wrong family answer.

6. Exit · 2 min. Choose one small sourced statement or point to a box, then close/return privately if R. “This account tells us…” No move reason, address or birth date requested.

Next move: Continue one missing source/term/connection at a later private or fictional sitting; preserve first words/support and keep any new answer separate.

Week 13 · Day 63 · Give the story a source voice

Target/codes: Share one source-labelled detail, a bounded perspective where offered and a gap; AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

R opportunity/codes: AC9HSFK01 conditional by actual family-person, relationship, born and raised components; only parts sourced/elicited today. S01–S05 partial where their actions occur; no actual outcome pre-filled. K02/K04 held; component decisions.

1. Choose/start · 3 min. Offer a source cue beside a circle/box. “Whose words?” P uses A/B; R reuses the permitted account without another interview or emotional disclosure.

2. Source/play · 4 min. P: Read A/B exact person details and Jules’s own liking. R: Read one short exact/confirmed approved account detail with its speaker/source; if it gives no view, do not invent one.

3. Model · 5 min. P: A/B both state Jules born Cairns; B’s liking is Jules’s view, not Emi’s. R: Model an unrelated source cue; distinguish supplied fact from the child’s optional “I think…” view.

4. Make/direct · 7 min. Child puts one source cue by a person/place detail and tells it; shares an attributed source view if supplied, their own bounded view if chosen, or a next question. R may leave a field closed. One short phrase/action is enough; no compulsory feeling or absent-person reason.

5. Check/respond · 4 min. Ask “Who told us this?” Keep first detail/help; note S03 only if a perspective was actually shared. P other views remain unstated; R missing account stays missing. Use one positive source-linked discovery for feedback.

6. Exit · 2 min. Choose a private oral line/flat source tab/closed card. “This part came from…” R return to agreed educator, no peer audience required.

Next move: Continue one missing source/term/connection at a later private or fictional sitting; preserve first words/support and keep any new answer separate.

Week 13 · Day 64 · Keep, change or close one field

Target/codes: Ask a respectful source question and tell supported details without guessing; AC9HSFS01, AC9HSFS03 and AC9HSFS05 partial.

R opportunity/codes: AC9HSFK01 conditional by actual family-person, relationship, born and raised components; only parts sourced/elicited today. S01–S05 partial where their actions occur; no actual outcome pre-filled. K02/K04 held; component decisions.

1. Choose/start · 3 min. Child chooses one card to keep, fix or close. “Keep, change or close?” P/R share the small source-check job; pass is valid.

2. Source/play · 4 min. P: Read A/B relevant relation and paper-book lines; Emi’s own view is absent. R: Re-read only the chosen permitted connection/place phrase, with account date/speaker in teacher note.

3. Model · 5 min. P: An EMI’S OWN VIEW? space stays open. R: Use an unrelated blank correction; no answer supplied without source. “We can leave a space.”

4. Make/direct · 7 min. Child repairs one mismatch, closes a private field or directs a question for a willing source: “Would they like to tell us?” Tell one supported detail; add a bounded view if chosen. No required interview/answer; a question not asked/answered is not an obtained source.

5. Check/respond · 4 min. Capture source choice/question/help. Unknown, not supplied and private are distinct teacher notes, not labels a child must recite. Do not treat a closed field/pass as a misconception; feedback follows first decision.

6. Exit · 2 min. Keep/revise the kit or choose P. “Which part shall we keep?” Store actual source/representation locally within current permission; no upload.

Next move: Continue one missing source/term/connection at a later private or fictional sitting; preserve first words/support and keep any new answer separate.

Week 13 · Day 65 · Fresh check A: Harbor album

Target/codes: Read an unseen fictional album and first-person note, sort relationship/birth/raised facts, attribute a view and leave a gap open; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. This new public formative case is fiction; record first responses before feedback.
2. Read source · 4 min. Give Check A questions and A4 source. Read exact words and describe icons without solving.
3. Model access only · 5 min. On unrelated blank fields demonstrate pointing, AAC, signing, broad sorting and adult transcription; do not supply Harbor names or answers.
4. Independent response · 7 min. Child sorts a relationship and two Bo place facts, attributes Nora's own view, and asks for one missing source detail.
5. Check/respond · 4 min. Collect first responses/assistance; afterwards consult the separate public key. Split the check if needed and record support.
6. Exit · 2 min. Say one reason an invented album cannot reveal a real child's family.

Week 14 · Day 66 · What does the place drawing show?

Target/codes: Ask and record one source-answerable place-feature question and one real-place gap; AC9HSFK03, AC9HSFS01 and AC9HSFS02 partial.

1. Settle/purpose · 3 min. Week 14's plant observations are separate Science work; this HASS page is a fictional story-space drawing.
2. Read source · 4 min. Show C. Trace the actual shelf with ledges left, oval rug centre and table with legs right; read labels without relying on colour.
3. Model inquiry · 5 min. Ask “Where does C draw the rug?” Answer centre. Ask “Does it show a real child belongs there?” No.
4. Child response · 7 min. Child locates all three drawn features on a broad place mat or low-tech redraw, then asks one missing-source question.
5. Check/respond · 4 min. Record positions and question. If only colour is named, ask for the shape; if it is called a real visit, return to “made-up paper model.”
6. Exit · 2 min. Finish “C draws ___ at ; a real place would need .”

Week 14 · Day 67 · Special to whom?

Target/codes: Attribute a stated reason a fictional place is special to Jules and a different wish to Emi; AC9HSFK03, AC9HSFS03 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. People may value a place differently; no child needs to reveal a personally special place.
2. Read source · 4 min. Read D/E with C in view. D says special to Jules because stories on rug; E is Emi's wish about a large book at table.
3. Model inquiry · 5 min. “Jules names a reason. Emi says ‘would rather’ about the table. Neither says every visitor feels the same or that a large book was placed there.”
4. Child response · 7 min. Child links each speaker to exact phrase and matching drawn feature, by two-column mark, speech/sign/AAC or adult direction.
5. Check/respond · 4 min. Record attributions. If Emi's wish becomes a completed arrangement, ask whether the quote says saw or would rather.
6. Exit · 2 min. Say “The nook is special to Jules because ; Emi would prefer .”

Week 14 · Day 68 · A careful care question

Target/codes: Ask whose perspective a possible place-care question represents and separate a conditional idea from an observed result; AC9HSFK03, AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. No paper care idea proves a real space became better, safer or more accessible.
2. Read source · 4 min. Re-read C/D/E and the place/care mat.
3. Model inquiry · 5 min. “Emi would prefer a large picture book at the table. A school might ask different readers where they can see a book, but we have no result.” Keep a real person's needs open for them to state.
4. Child response · 7 min. Child cites one view, offers one gentle conditional question or idea, and names who else or what approved real observation would be needed before an effect claim.
5. Check/respond · 4 min. Record source, idea and limit. If “everyone needed a table book” appears, ask which source contains everyone's words; none.
6. Exit · 2 min. Finish “We could ask ___ because Emi says ; we do not know .”

Week 14 · Day 69 · Choose a private or pretend story strip

Target/codes: Share a short sourced person/connection/place story or fictional person/place account; AC9HSFK03 fictional partial practice, AC9HSFS01, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

R opportunity/codes: AC9HSFK01 conditional by actual family-person, relationship, born and raised components; only parts sourced/elicited today. S01–S05 partial where their actions occur; no actual outcome pre-filled. K02/K04 held; component decisions.

1. Choose/start · 3 min. Offer circles, flat strip or oral/sign/AAC route. “Which part shall we tell?” R child chooses designated educator/private/pass; P may use a puppet. No family board/display required.

2. Source/play · 4 min. P: Read chosen A/C/D or E detail. R: Revisit approved person/connection and born/raised words already available; check current child/source choice. Missing facts stay absent.

3. Model · 5 min. P: Tell one relation, drawn feature and attributed view from A/C/D. R: Model unrelated empty strip only; no invented actual person/origin. A source label helps find the account.

4. Make/direct · 7 min. Child directs a brief source-linked strip/story. P combines person/drawn place/view and a question; R chooses one family person/connection/place detail, its source and next question or closed gap. Add own bounded view only if wanted. No narrative length/folding test.

5. Check/respond · 4 min. Listen privately where R; capture one exact first response/help before feedback. R decide person, relationship, born and raised components separately. K03 is only P concept practice today; actual family source does not establish familiar-place belonging/care.

6. Exit · 2 min. Child closes/returns actual strip or keeps pretend kit for play. “Who told us this part?” Incomplete work can continue later; no complete K01 or annual certificate.

Next move: Continue one missing source/term/connection at a later private or fictional sitting; preserve first words/support and keep any new answer separate.

Week 14 · Day 70 · Fresh check B: Pillar Nook

Target/codes: Use a new drawing, two individual views and an idea to locate, attribute, question, narrate and conclude within source limits; AC9HSFK03, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. This is a new public formative case; collect first responses before showing a key.
2. Read source · 4 min. Give Check B questions and large A4 page. Read four source sections exactly without supplying conclusions.
3. Model access only · 5 min. On unrelated paper show pointing to shape, AAC, broad source sorting or adult transcription; do not reveal held names, layout or answer.
4. Independent response · 7 min. Child locates pictured features, attributes Ava/Lou, separates the maker's idea from a completed change and asks what a real result would need.
5. Check/respond · 4 min. Collect first responses/assistance; use the public separate key afterwards for feedback and a next move. Offer extra time as needed.
6. Exit · 2 min. Child finishes “One person's special place story does not tell us ___ about everyone.”