# Teacher scripts · ten optional 25-minute HASS blocks

Every block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read the [invented source words](MATERIALS.md) exactly and offer the [A4 pages, linear reading and tactile/no-print routes](print/TEXT-ALTERNATIVES.md). A/B/C routes in [learner cards](LEARNER-CARDS.md) 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](print/check-a-pocket-card.pdf) and [public prompts](STUDENT-CHECKS.md). 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](LEARNER-CARDS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](print/explain-to-someone-mat.pdf). 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## 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](print/check-b-shelf-tag.pdf) and [four public prompts](STUDENT-CHECKS.md). 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](LEARNER-CARDS.md).