# Ten optional 25-minute HASS teacher scripts

Each block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read [A–D](MATERIALS.md) exactly and offer [illustrated, linear and tactile/no-print routes](print/TEXT-ALTERNATIVES.md). The [three daily choices](LEARNER-CARDS.md) meet the same target without fixed learning-style labels. Keep the child's exact first controlled response and assistance privately. Do not ask a real child to share a family event, feeling, reason for not joining, belief or help history. An actual concern follows school safeguarding policy, not this paper inquiry.

## Week 23 · Day 111 · What does the notice actually say?

**Target/codes:** Question a fictional event notice, distinguish a stated opening and later paper marking from unsupported all-visitor participation; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name Paper Room as made up. Show A's one window and three strips; say the picture is not a photo or attendance record.
2. **Read source · 4 min.** Read A's three sentences verbatim, including “some visitors” and “does not list every visitor.”
3. **Model inquiry · 5 min.** Put “some made strips” under A SAYS and “everyone made strips” under NOT TOLD. Ask what question could learn more.
4. **Child response · 7 min.** Child states one source fact, one unknown about participation and a non-assuming question. Pointing, AAC or scribe may capture exact words.
5. **Check/respond · 4 min.** If “some” becomes “all,” reread the quantifier. Do not change the first recorded response.
6. **Exit · 2 min.** Save a SOME token for tomorrow's sort.

**Next move:** If drawn strips are treated as a count of all attendees, cover picture and read only the notice words. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 23 · Day 112 · Who is named, and who is not?

**Target/codes:** Sort information A provides about event/marking and keep unnamed visitors unknown; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Lay A, a large SOME card and blank visitor counters on a broad mat.
2. **Read source · 4 min.** Read “on Friday, some visitors made paper strips” without adding names, family links or reasons.
3. **Model inquiry · 5 min.** Place SOME beside strips. Keep WHO EXACTLY? blank because A has no list; the drawn three strips are not three named people.
4. **Child response · 7 min.** Child sorts two A facts and two open questions about people/reasons, then records one question a different source might answer.
5. **Check/respond · 4 min.** If a child assumes a visitor's feeling from marking, ask which A sentence reports it.
6. **Exit · 2 min.** Tomorrow Alba supplies an individual reason, not a reason for everyone.

**Next move:** If numbers are read from the picture, model “illustration ≠ attendance count.” See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 23 · Day 113 · Who says it mattered to them?

**Target/codes:** Attribute a stated reason to Alba alone and separate it from the notice's general “some”; AC9HSFS03 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Show B beside A; no learner must say an event matters to them.
2. **Read source · 4 min.** Read Alba's exact note. Emphasise “to me” and “I like”; do not suggest other people felt the same.
3. **Model inquiry · 5 min.** A says some made strips; B identifies Alba as one strip-maker and states Alba's reason. Use two source cards for a bounded claim.
4. **Child response · 7 min.** Child gives one A event fact, Alba's B reason and one thing B does not say about others.
5. **Check/respond · 4 min.** Listen for “Alba says” versus “everyone felt.” If necessary, place one Alba token beside an empty OTHER PEOPLE box.
6. **Exit · 2 min.** Next source describes a visitor who did not make a strip.

**Next move:** If an individual reason becomes a group conclusion, repeat with a fresh everyday example. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 23 · Day 114 · A choice is not a feeling

**Target/codes:** Use Jun's own action report without guessing why Jun did not make a strip, and phrase a respectful optional question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Put B and C in separate speaker frames; a quiet/no-roleplay route is available.
2. **Read source · 4 min.** Read C exactly: Jun visited Saturday, read, did not make a strip and has not said why.
3. **Model inquiry · 5 min.** Place “did not make a strip” under JUN SAYS; leave “disliked the opening” under NOT TOLD. Model “Would you like to tell me? You may pass.”
4. **Child response · 7 min.** Child gives a two-voice account, marks Jun's reason unknown, and makes or chooses a non-assuming optional question.
5. **Check/respond · 4 min.** If child says Jun was sad, busy or uncaring, point to “I have not said why.” Never demand a real child's reason.
6. **Exit · 2 min.** Tomorrow a different event and voices appear in fresh Check A.

**Next move:** Separate ACTION and REASON tokens. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 23 · Day 115 · Fresh check A: Paper Gate Day

**Target/codes:** Independently read a new fictional event/marking and two individual accounts, avoid motive guesses and choose a respectful question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Present an unseen public formative case. Preserve first response before teaching from it.
2. **Read source · 4 min.** Show [A4 Paper Gate Day](print/check-a-paper-gate.pdf) and [learner prompts](STUDENT-CHECKS.md); read all sources neutrally.
3. **Model access only · 5 min.** Demonstrate pointing, AAC, sign or raised-card response on unrelated blank symbols, not check content.
4. **Independent response · 7 min.** Child independently answers four prompts; record exact first words, mode and any help.
5. **Check/respond · 4 min.** Ask “Which source says that?” once without naming the right source. Then consult the separate key.
6. **Exit · 2 min.** Practise the first missing move later using a different invented event.

**Next move:** Do not repair the original check response in place. See [routes](LEARNER-CARDS.md).

## Week 24 · Day 116 · Which question carries an assumption?

**Target/codes:** Compare question wording from D, choose an answerable non-assuming question and preserve the right to pass; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Say questions can invite or assume; no child must answer about themself.
2. **Read source · 4 min.** Read all four D cards verbatim. Ask which already claims that everyone celebrated or Jun did not care.
3. **Model inquiry · 5 min.** Place “Did you make a strip?” under CAN ASK and “Why did everyone celebrate?” under ASSUMES ALL. Offer “You may pass.”
4. **Child response · 7 min.** Child sorts two assumption cards and two open/optional cards, then rewrites one assumption without demanding a reason.
5. **Check/respond · 4 min.** If “Did you?” still feels too direct for a listener, accept a third-person question about sources. No real interview is required.
6. **Exit · 2 min.** Save one respectful question for a paper source-choice lesson.

**Next move:** If a child repeats a presumptive line, show exactly which unsupported claim it contains. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 24 · Day 117 · Who could answer what?

**Target/codes:** Choose a suitable future source for a question about a specific person's reason, while marking it not yet obtained; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Place A/B/C/D on the mat. No one will question real visitors.
2. **Read source · 4 min.** Ask “Why did Alba make a strip?” and “Why did Jun skip it?” B answers the first; A/C/D cannot answer the second.
3. **Model inquiry · 5 min.** A voluntary future answer from Jun *could* give Jun's reason; a new drawing or another person's guess cannot. Mark future source PENDING.
4. **Child response · 7 min.** Child matches one answerable question to current source and one open question to a possible consented future source or says “leave it open.”
5. **Check/respond · 4 min.** If proposed future words are treated as evidence already obtained, move PENDING card away from current-source mat.
6. **Exit · 2 min.** Tomorrow make an honest two-voice account with one open space.

**Next move:** If child feels obliged to ask someone, emphasize that leaving a private reason open is a complete decision. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 24 · Day 118 · Tell a two-voice account without filling the gap

**Target/codes:** Make a short source-labelled event account with one named reason, one stated non-participation and a still-unknown motive; AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Show [two-voice mat](print/two-voice-account-mat.pdf) with A, B, C and NOT TOLD boxes.
2. **Read source · 4 min.** Reread the single sentence from each source needed: some marked; Alba's reason; Jun read but did not mark and gave no reason.
3. **Model inquiry · 5 min.** Give a two-source sentence: “B says Alba made a strip because...; C says Jun did not make one.” Stop before explaining Jun.
4. **Child response · 7 min.** Child creates a three-part account by speech, drawing, sign, AAC or directed scribe and leaves Jun's motive as “not told.”
5. **Check/respond · 4 min.** Look for attribution and an explicit unknown. A child may choose not to discuss why anyone declined.
6. **Exit · 2 min.** Save first account privately for tomorrow's listener explanation.

**Next move:** If C's silence becomes a feeling, point to Jun's actual quoted words. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 24 · Day 119 · Explain the question, not just the story

**Target/codes:** Share a source-bounded account and explain why one follow-up question respects different participation and a choice not to answer; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Offer a willing private adult, peer, AAC device or silent pointing listener. No public performance is required.
2. **Read source · 4 min.** Review A/B/C and D's “You may pass” language. Do not add invented responses.
3. **Model inquiry · 5 min.** On unrelated fictional puzzle cards, contrast “Why did everybody love it?” with “Would you like to tell me how it was for you?”
4. **Child response · 7 min.** Child teaches two supported details, names one unknown and gives one respectful optional follow-up question or chooses to leave it open.
5. **Check/respond · 4 min.** Record exact child-controlled explanation and help. Keep any volunteered personal matter out of the exercise and follow school policy.
6. **Exit · 2 min.** Tomorrow's fresh event case uses other people and an alternative marking.

**Next move:** If the child assumes a feeling from absence, return to ACTION vs REASON with a new practice case. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 24 · Day 120 · Fresh check B: Chalk Board Opening

**Target/codes:** Independently interpret a new invented shared event with mixed participation, attribute two voices, identify unknown motive and form an optional non-assuming question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Present a second unseen public formative case; first response is independent of Day 115.
2. **Read source · 4 min.** Show [A4 Chalk Board Opening](print/check-b-chalk-board.pdf) and [learner prompts](STUDENT-CHECKS.md) neutrally.
3. **Model access only · 5 min.** Model response mode on blank unrelated cards; give no check conclusions.
4. **Independent response · 7 min.** Child answers four prompts by chosen route. Capture exact first response, prompts and assistance.
5. **Check/respond · 4 min.** Ask only “Which source?” before first capture ends; then use the separate key.
6. **Exit · 2 min.** Plan a new-context next move. No real child, family, event or community claim follows.

**Next move:** Preserve the independent response and use a different story for practice. See [routes](LEARNER-CARDS.md).