Teacher scripts · ten optional 25-minute HASS blocksFoundation HASS · T2 W19–20 · Lesson sequence

Every block totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read the invented source words exactly and offer the A4 pages, linear reading and tactile/no-print routes. A/B/C routes in learner cards serve the same daily target and are choices, not labels for children. Privately note the first child-controlled response and help given. No actual family, event, place or Country/Place story is requested. The integrated fair-test and portfolio blocks have their own evidence and consent boundaries.

Week 19 · Day 91 · What can a drawing of an object tell us?

Target/codes: Ask a question about an invented familiar object, use source A for appearance, and hold maker/purpose unknown; AC9HSFS01 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. Show the undated Story Table sign drawing. Say that this paper world is made up and nobody must bring a real object.
2. Read source · 4 min. Describe A's rectangle, top hole, blue circle and three waves, from the print or exact alternative. Trace their positions with removable shapes.
3. Model inquiry · 5 min. Ask “What shape is above the waves?” and “Who made it?” Point to evidence for the first and place the second under NOT TOLD. Do not supply Ivo yet.
4. Child response · 7 min. Child asks one object question, states two visible details, and marks one question A cannot answer. Adult may scribe exact words.
5. Check/respond · 4 min. If a child says a particular maker or purpose, ask where A says it; preserve the first answer, then name the unknown.
6. Exit · 2 min. Save A and the question; B tomorrow adds a named voice.

Next move: If appearance becomes purpose, cover the object label and point only to the visible marks. Use routes and worked swaps.

Week 19 · Day 92 · Who made this source?

Target/codes: Sort object drawing and dated maker note by source maker and what each can answer; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. Revisit yesterday's unresolved “Who made the sign?” question; give A and B separate source letters.
2. Read source · 4 min. Read B aloud exactly, including “12 June” as an invented date and “I made.” Identify Ivo as the writer of B; A has no named drawer.
3. Model inquiry · 5 min. On the sort mat put “blue circle above waves” under A and “Ivo reports making it” under B. Say the B wording is Ivo's own report.
4. Child response · 7 min. Child orders A and B as sources they used, not as proven creation dates, and places three claims under the source that says them.
5. Check/respond · 4 min. If a child assigns A's unknown drawer to Ivo, ask whether drawing A names its artist. Record the distinction.
6. Exit · 2 min. Tomorrow look more closely at Ivo's reason, not everybody's experience.

Next move: If source versus object is confused, place a paper rectangle beside the card that describes it. Use routes and worked swaps.

Week 19 · Day 93 · Whose reason is this?

Target/codes: Attribute the maker's stated purpose to Ivo and avoid converting it into a result for all visitors; AC9HSFS03 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. Ask “Who can tell us why Ivo says the waves were drawn?” No personal story is needed.
2. Read source · 4 min. Reread B's “so my friend could find the table” and “I do not know whether every visitor used it.” Keep the first-person phrases intact.
3. Model inquiry · 5 min. Build two cards: IVO WANTED and VISITORS ACTUALLY DID. Put the purpose in the first; leave the second unknown. Wanting a result is not its record.
4. Child response · 7 min. Child states Ivo's reason with source B, then answers whether B reports every visitor's action.
5. Check/respond · 4 min. Listen for “Ivo says” and “not told.” If the purpose becomes a result, point back to “so” and “I do not know.”
6. Exit · 2 min. Keep this bounded claim for comparison with Sol's later caption.

Next move: If a first-person reason is generalized, make a single name card and an empty OTHER VISITORS card. Use routes and worked swaps.

Week 19 · Day 94 · What did the later caption add?

Target/codes: Sort a copied statement from an added unsupported statement and give a short source-labelled account; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. Lay B and C beside one another; show their different printed dates as source dates, not proof that the sign worked.
2. Read source · 4 min. Read Sol's C exactly. Locate “I copied Ivo's note,” “Ivo made,” and “Everyone found the table because of it.”
3. Model inquiry · 5 min. Draw a line from B's “I made” to C's copied maker claim. Put the “everyone” sentence on a separate added-claim card because B has no visitor count.
4. Child response · 7 min. Child identifies one copied part and one addition, asks what source could check the addition, and tells a two-sentence account with B/C labels.
5. Check/respond · 4 min. If C's later date is taken as confirmation, ask what was actually observed or counted in C. Nothing is reported.
6. Exit · 2 min. Save first source trail; tomorrow's fresh case uses no Ivo, Sol or Story Table.

Next move: If child cannot isolate copied text, mask C's last sentence and compare the remaining words. Use routes and worked swaps.

Week 19 · Day 95 · Fresh check A: Pocket Card

Target/codes: Independently question, sort and interpret a new illustrated object, maker note and later caption; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. Explain that this is an unfamiliar fictional case and capture first response before feedback.
2. Read source · 4 min. Present the A4 Pocket Card and public prompts. Read every source neutrally once.
3. Model access only · 5 min. Demonstrate pointing, speaking, sign, AAC, writing or directing an adult using unrelated blank shapes; do not match check facts.
4. Independent response · 7 min. Child independently addresses the four prompts with the chosen route. Record their own exact answer, response mode and prompts.
5. Check/respond · 4 min. Ask only “Which source tells you?” without naming the right source. Open the separate key after first-response capture.
6. Exit · 2 min. Move to a new practice case later for one missing move.

Next move: Rehearse source maker or added claim later with a new object; never rewrite the first check. Use routes.

Week 20 · Day 96 · A new visitor adds one account

Target/codes: Place D as a new individual account, record its date and scope, and avoid treating one visitor as everyone; AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. Reopen the made-up Story Table only after the fresh check. Ask whether a new source can answer some questions without answering all.
2. Read source · 4 min. Read Tala's D exactly. Mark 15 June as D's written date and identify Tala as the speaker, not a class survey.
3. Model inquiry · 5 min. Place D after B/C on a source-date strip. Tala saw the circle and found the table after asking Ivo. This one account does not prove everyone used or ignored the sign.
4. Child response · 7 min. Child records Tala's route in words, a drawing or three tactile tokens, then states a claim Tala alone cannot settle.
5. Check/respond · 4 min. If “the sign failed” is asserted, ask if D says every visitor needed help. Preserve a cautious one-person conclusion.
6. Exit · 2 min. Tomorrow choose which source fits each question.

Next move: If date strip becomes a factual creation timeline, relabel it “dates written on sources.” Use routes and worked swaps.

Week 20 · Day 97 · Match a question to its source

Target/codes: Ask a bounded object/person question, choose a useful source, and leave an unanswerable universal claim open; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial.

1. Settle/purpose · 3 min. Put A–D in view. Remind learners that a later source is not automatically better; usefulness depends on the question.
2. Read source · 4 min. Ask “What was drawn?”, “Why did Ivo say they drew it?”, “What happened to Tala?” and “Did everyone find it by the sign?”
3. Model inquiry · 5 min. Match A to appearance, B to Ivo's stated purpose, D to Tala's experience. Put the everyone question under NEED MORE EVIDENCE.
4. Child response · 7 min. Child selects two question-source matches, reads or indicates the detail, and offers one respectful future way to learn more without collecting data now.
5. Check/respond · 4 min. If C is used to answer “everyone,” ask whether C names actual observations. Record the rationale and uncertainty.
6. Exit · 2 min. Keep two matches for a short explanation to a willing listener.

Next move: If the child relies on matching a keyword alone, ask what the source's writer actually knows. Use routes and worked swaps.

Week 20 · Day 98 · Build a careful exhibit label

Target/codes: Make a small, source-linked label with a supported claim, its speaker, and one open question; AC9HSFS01, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. Explain that a label can teach another person without saying more than the sources allow. Sharing is optional and private by default.
2. Read source · 4 min. Show the explain mat. Model: “A shows a blue circle; Ivo says in B why Ivo drew it; D tells one visitor's experience.”
3. Model inquiry · 5 min. Cross out “everyone found it” from a sample label; replace it with “Tala says they found it after asking Ivo.” Name C's unsupported addition.
4. Child response · 7 min. Child dictates, draws, points or writes an original two-source label and one open question. A teacher scribes exactly, without supplying a conclusion.
5. Check/respond · 4 min. Ask which source supports each line and whether a real person has consented to see a private draft. Save first draft before feedback.
6. Exit · 2 min. Tell child that tomorrow they may teach a fictional source trail to a willing listener or an adult recorder.

Next move: If label overclaims, keep the child's first words, then make a second version with a named voice. Use routes and worked swaps.

Week 20 · Day 99 · Teach one source trail

Target/codes: Share a short, source-labelled narrative about an invented object with a willing listener and answer a source question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. Offer a paired, adult-only, recorded-for-self or silent pointing route. No child is obliged to speak publicly or display a personal item.
2. Read source · 4 min. Set A–D in a source trail: object drawing; maker's own report; later caption; one visitor account. Their printed dates do not close missing outcomes.
3. Model inquiry · 5 min. Adult rehearses an unrelated example: “The ticket drawing shows a star; its writer says they wanted it noticed; I still need a visitor account.” Do not give today's full child script.
4. Child response · 7 min. Child teaches two source-supported details, names at least one maker/speaker, and says one still-open question. Listener may ask “Which source?” once.
5. Check/respond · 4 min. Record the child-controlled explanation and support used. An adult's paraphrase is not the child's independent evidence.
6. Exit · 2 min. Tomorrow's fresh check uses a new object and names, not this source trail.

Next move: If the child recites C's “everyone” line as fact, ask what evidence C used, then practise a bounded phrase. Use routes and worked swaps.

Week 20 · Day 100 · Fresh check B: Shelf Tag

Target/codes: Independently interpret a new object's drawing, maker note, later retell and single visitor account, then teach one defensible conclusion; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. Present a second unseen public formative case and keep its response separate from Day 95 and practice.
2. Read source · 4 min. Show the A4 Shelf Tag and four public prompts. Read sources neutrally, including who wrote each note.
3. Model access only · 5 min. Demonstrate response mode with blank source letters; no correct check facts or conclusion are modelled.
4. Independent response · 7 min. Child chooses a route and answers from this case. Capture exact first response, prompts, interpretation and any assistance.
5. Check/respond · 4 min. Ask “Where did you find that?” once, then consult the separate teacher key only after first capture.
6. Exit · 2 min. Plan next practice from the first missing source move. Do not treat this fiction as a child outcome or authentic K01–K04 evidence.

Next move: Use the key's specific feedback path in a different context; leave original response intact. Use routes.