Open after preserving each child's first independent response and exact assistance. These are public formative checks, not secure examinations or QCAA tasks. Accept supported equivalent wording, AAC, sign, pointing and tactile choices. A fictional source-reading response cannot establish authentic K01–K04 knowledge or year-end attainment.
Check A · Pocket Card worked interpretation
- The orange square near the top and two black dots below are visible in Source 1. That unsigned drawing does not name its drawer. Source 2 reports that Kira drew those marks; do not retroactively claim Source 1 is signed.
- Kira, in Source 2, says they drew the marks so their partner could pick the music game card. This is Kira's stated purpose, not a report that the partner or everyone did so.
- Nox says they copied Kira's line about the square and dots; “Every player picked” is Nox's added claim. Neither Source 2 nor Source 3 supplies every player's account or a count. A later printed date only orders the source writings.
- Example: “Source 1 shows an orange square and two dots. Source 2 says Kira drew them to help a partner choose. We do not know what other players chose.” A valid open question is “Did the partner choose the music game card?” or “What did other players do?” A future voluntary, permitted account could answer one person's experience, not all automatically.
If the child merges maker and unsigned drawer, sort source creator versus reported object maker. If hope becomes result, revisit intent/action with a new invented card. Preserve the first response before teaching.
Check B · Shelf Tag worked interpretation
- Source 1 depicts a green diamond above three black bars; it is an unsigned drawing of appearance. Source 2 is Una's first-person report that Una made the tag and drew these marks. They answer different questions.
- Printed source-date order is Una 7 May → Remy 8 May → Ellis 9 May. This orders when those invented notes say they were written; it does not validate Remy's “everyone” claim.
- Ellis, in Source 4, reports seeing the diamond, asking Una where the books were, then finding the shelf. One person's route does not prove nobody used the tag, nor that everybody did. Una's hope in Source 2 is also not a result.
- Example: “Source 1 shows a diamond and bars. Una says in Source 2 that Una made the tag. Ellis says in Source 4 that Ellis found the shelf after asking Una. We still do not know how every visitor found it.” A valid question is “What did other visitors do?” The teacher should not collect real visitor data for this fictional check.
If a child treats Remy's later caption as direct observation, ask what observation Remy actually records. If Ellis's single account becomes a class-wide conclusion, use a one-person token beside an empty OTHER VISITORS box. If the child offers a plausible future source, mark it proposed, not obtained.
Day-by-day teacher next-step record
| Day | Look for in first child-controlled response | Next small move |
|---|---|---|
| 91 | Two visible marks and a maker question held open. | Separate depicted feature from unwritten purpose. |
| 92 | A drawing fact and B maker report sorted by source. | Point to author field on each card. |
| 93 | Ivo's purpose attributed, actual visitor action unknown. | Put purpose and result in separate boxes. |
| 94 | Copied line versus Sol's added “everyone” identified. | Ask what visitor source is missing. |
| 95 | Independent A: appearance, Kira purpose, Nox addition, open question. | Practise first missing move later with another object. |
| 96 | Tala's individual route and date recorded without universal claim. | Reinforce source date versus event date. |
| 97 | Question matched to useful source; unsupported universal left open. | Ask what writer actually knows. |
| 98 | Label cites two sources and one unknown. | Revise a second draft while preserving first. |
| 99 | Two supported details explained to willing listener; child controls words. | Rehearse source labels privately if needed. |
| 100 | Independent B: source types, date order, Ellis scope and cautious conclusion. | Use a new context for the missing skill; hold K01–K04. |
Curriculum hold: A real familiar object or personal world may later support locally planned HASS learning, with privacy and consent. This fictional sign does not identify a child's own family, shared significant event, familiar place or Country/Place. Follow LOCAL-SOURCE-INSERT.md before making any authentic knowledge claim. Partial S01–S05 practice does not establish the year-end standard.