Teacher-targeted and publicly accessible by URL. Keep this page out of the learner handout until first responses are recorded. These are fresh cases relative to lessons, not secure exams. If prior access matters, author a parallel fiction. Pointing, speech/sign/AAC, drawing and child-directed adult placement can be equivalent HASS evidence; record exact prompts and assistance. No real child/classroom outcome was observed by the author. Never score refusal to share private family/place information as lack of understanding.
Day 65 · Harbor album
- Relationship/source: Source 1 states Nora and Vee are cousins and Bo is their grandfather. It does not show a real child's family or tell which household anyone lives in. Accept pointing to printed names and relation words.
- Born versus raised: Source 1 says Bo was born in Hobart and grew up in Broome. It says Nora was born in Townsville. It does not state where Nora grew up, nor where Vee was born or grew up. Do not move a birthplace into a growing-place field.
- Speaker's view: Source 2 is Nora's own note: Nora liked the fictional paper-map day and reports Bo folded the corner. It gives no Vee view. If the child assigns liking to Vee, ask who wrote Source 2.
- Question/conclusion: Accept “Where was Vee born?”, “Where did Vee grow up?”, “What did Vee think?”, or “Where did Nora grow up?” as open questions. A sound conclusion gives a stated relation/place and one missing detail with source number. Do not invent a migration reason or a real family practice.
Next move: If born/grew-up fields blur, sort new fictional person/place phrases with one empty field. If secure, ask which speaker could voluntarily supply a missing view. An authentic K01 opportunity is separate, private, voluntary and school-approved.
Day 70 · Pillar Nook
- Drawing: Source 1 visibly draws a BENCH LEFT, ROUND RUG CENTRE and BOOK STAND RIGHT. The bench has top/legs, rug is circular, stand is upright. A position is a paper-model fact, not a real familiar-place observation.
- Attribution: Ava says the place is special to Ava because stories are heard on rug (Source 2). Lou would rather see a book on the stand (Source 3). Lou's preference does not contradict Ava's personal reason, and neither represents everyone.
- Careful message: A follows Source 4's “could ask.” B invents a completed book move and universal approval. Source 1 draws features, not a changed book position or an effect. If child chooses B, ask which source says “was moved” or “every visitor”; none.
- Question/conclusion: Accept “Where would actual visitors prefer a book?”, “Did a real book move?”, “Could different people see it?”, or another school-approved source question. A bounded conclusion names one drawn feature and an attributed view/idea while marking any real care action/effect unknown. Real K03 needs an authentic familiar place, actual learner evidence and approved care/source work.
Next move: If a child treats a wish as a result, place whole sections under DRAWN / VIEW / IDEA / REAL RESULT NOT SHOWN. For stretch, ask whose view is still absent and what permission a school would need to gather it. K01/K02/K04 are not evidenced by either paper check.
Private teacher recording line
Record day, exact first child response/point, named source, route and adult support, one evidenced strength, one unresolved distinction and next move under school privacy rules. Never upload completed child or family records to this public pack.
Actual optional route · separate component decisions
The two fresh keyed interpretations above are unchanged and remain fictional. R61–64/69 teaching uses the privately prepared Family Connections source, never held fresh facts. Read the complete workflow. A prepared route is not an observed outcome; no actual family/source/response collected here.
- 61: look for a child-chosen actual family person/role and exact sourced relationship link/question. Do not turn a helper/toy link into actual family evidence.
- 62: look for separate born/raised place words at the source’s broad precision. A missing/closed box is not wrong; current place does not fill both boxes.
- 63: look for one source-linked detail and owner of the words. Record S03 only if a bounded perspective was actually shared; feelings are not needed for K01.
- 64: look for an appropriate keep/correct/close/source-question decision. No source answer is invented to complete the kit. A closed field/pass is not inability.
- 69: look for a short source-based personal family narrative, with each person/relationship/origin component supported/open separately. One strip is not exhaustive K01 or annual attainment. R origins do not establish K03 familiar-place/care knowledge.
Record one first child decision and support before feedback. Use observed independently / observed with support / not yet observed by component, retaining source not known/not supplied/private gaps without guessing. A school source or family consent alone is not a learner response. A full P/pass route remains available; choose a later appropriate actual opportunity only if welcome. Keep the teacher note/source/kit in school custody under current scope; no automatic upload.