# Teacher-only worked checks and next teaching

Open only after each child's first independent response and exact help have been preserved. These are public formative checks, not secure examinations, QCAA assessment tasks, real consent records or proof of an actual place. Accept source-grounded equivalent wording, pointing, AAC, sign and tactile choices. Treat “supported?” and “may share?” as separate questions.

## Check A · Ribbon Room worked interpretation

1. Source 1 names an **oval table** and **square notice board**. Icons show shapes/features, not positions or routes. A child need only identify both with an equivalent description.
2. **Nola**, Source 2, says the oval table matters *to Nola* because Nola can sort paper boats there. Its status is **not asked**, not “refused” or “approved.” It cannot be quoted in a pretend public guide yet.
3. The Source 3 feature sentence matches Source 1. Nola's personal words/attributed view must **wait for permission**. “Everyone loves the oval table” requires other visitor evidence and cannot be concluded from Nola alone. A proposal is not a posted guide.
4. Example now: “The pretend Ribbon Room has an oval table and square notice board (Source 1).” Valid open questions: “Would Nola agree to public quotation?” or “What do other visitors think?” If a child asks for a future approved source, mark it *needed*, not obtained. No invented teacher approval substitutes for Nola's permission.

If the child uses Nola's true-to-Nola view as public permission, revisit Day 103 with a new fictional note. If “not asked” becomes “declined,” separate status cards. If the unsupported universal is repeated, put a single named speaker beside an empty other-visitors box. Preserve first response.

## Check B · Copper Room worked interpretation

1. Source 1 names a **triangular craft desk** and **round reading cushion**. It provides no positions, route, real access finding or universal use claim.
2. **Miko** likes the craft desk for folding paper; the fictional status permits **Miko's exact sentence with Miko named** in the pretend guide. **Dara** likes the cushion for quiet looking, but Dara's fictional status **declines public use** of that sentence. A child can discuss that Source 3 says this privately without publishing it.
3. Source 4's feature list is supported by Source 1. The draft's combined “Miko and Dara like these features” would share Dara's declined view if published. “All visitors enjoy” has no all-visitor evidence; neither one nor two personal views supports it.
4. Example: “The pretend Copper Room has a triangular craft desk and a round reading cushion (Source 1). Miko says, ‘I like the triangular craft desk for folding paper’ (Source 2, exact permitted sentence in this fictional exercise).” Hold Dara's quote and universal claim. An open question is what other visitors think or where features actually are. This is a paper rehearsal, not real consent or display.

If a child treats permission as evidence all people agree, separate *shareability* from *scope*. If a child includes Dara by default, revisit the declined status in an entirely new case. If a child includes only feature facts, the guide is safe but may not show the two-source/individual-view target; invite that practice after first response.

## Day-by-day teacher next-step record

| Day | Look for in first child-controlled response | Next small move |
| --- | --- | --- |
| 101 | Two named features; feeling left unknown. | Contrast list with a person's note. |
| 102 | Feature facts sorted for audience; no invented route. | Ask which source says each feature. |
| 103 | Emi's own reason and NOT ASKED status kept separate. | Revisit one speaker/status token. |
| 104 | B/C viewpoints and statuses differentiated; Fin's permitted sentence bounded. | Compare an exact quote with an over-broad paraphrase. |
| 105 | Fresh A: feature, Nola view/status, guide hold and unsupported universal. | Practise first missing decision later with new fiction. |
| 106 | D sorted into fact, waiting quote and unsupported claim. | Ask content and permission separately. |
| 107 | Guide includes sourced feature and bounded permitted quote, no real route. | Keep child's first draft and revise one line. |
| 108 | Hypothetical permission labelled IF; view remains individual. | Use two independent toggles. |
| 109 | Two decisions explained to willing listener with sources. | Scribe child's exact words, not adult inference. |
| 110 | Fresh B: feature, Miko/Dara status, universal hold, cautious guide. | Use a different setting for the missing source move. |

**Curriculum hold:** The invented rooms are not a child's actual familiar place. K03 is concept rehearsal only; K01, K02 and K04 also remain open. Authentic place and Country/Place learning needs locally reviewed sources under [LOCAL-SOURCE-INSERT.md](../LOCAL-SOURCE-INSERT.md). Partial S01–S05 practice does not prove a year-end standard.