# Public teacher key and next moves · Days 65 and 70

**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

1. **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.
2. **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.
3. **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.
4. **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

1. **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.
2. **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.
3. **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.
4. **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](../ACTUAL-SOURCE-PATHWAY.md). 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.