Open only after each child's first independent response and exact assistance are preserved. These are public formative checks, not secure examinations, QCAA tasks, authentic family-event evidence or a real child's feeling assessment. Accept equivalent source-grounded wording, pointing, sign, AAC and tactile choices. A child's pass or privacy choice is not a deficit.
Check A · Paper Gate Day worked interpretation
- Source 1 says the pretend gate opened Tuesday and some visitors made paper tags Wednesday to mark the opening. The drawing of two tags is an illustration, not a count of people or proof everyone joined.
- Yara, in Source 2, says the opening mattered to Yara because Yara can now use the drawing table beyond the gate. The exact reason can be paraphrased without claiming all visitors felt that way.
- Teo, in Source 3, says they visited Thursday and did not make a tag. Teo has not said why. We cannot conclude dislike, sadness, lack of care or inability from this choice.
- Valid non-assuming question: “Would Teo like to tell us whether the opening mattered to Teo? Teo may pass.” Or “Is there a voluntary source from Teo?” Leaving the reason open is also valid. “Why did everyone make a tag?” assumes everyone participated, contrary to “some” and Teo's own statement.
If a learner counts picture tags as people, return to source words versus illustration with a new invented case. If non-participation becomes motive, place ACTION and REASON tokens separately. Preserve first check response.
Check B · Chalk Board Opening worked interpretation
- Source 1 says the pretend board opened Monday and some visitors put paper shapes nearby Friday to remember it. “Some” does not mean all. The pictured triangle/circle are not a full participation list.
- Remi, Source 2, says Remi put up a triangle because Remi helped carry the board and wanted to remember that day. Sol, Source 3, says Sol looked Saturday and did not put up a shape; Sol's reason/feeling remains unknown.
- B is less assuming: it asks whether someone put up a shape, invites a meaning if wanted and allows a pass. A assumes “everybody” celebrated “with shapes,” which Source 1 does not support and Sol's account contradicts as a universal claim.
- Example: “Source 1 says some marked the opening. Remi says in Source 2 that Remi placed a triangle to remember helping carry the board. Source 3 says Sol did not place one; it does not tell why.” A suitable optional question is “Would Sol like to say anything about the opening? Sol may pass.” No source should be invented as if obtained.
If a learner chooses B but cannot explain the problem with A, revisit “some”/“everybody” using new examples. If a learner makes Remi's reason everyone's reason, use speaker tokens. If they leave a private motive open, accept that as a complete evidence decision.
Day-by-day teacher next-step record
| Day | Look for in first child-controlled response | Next small move |
|---|---|---|
| 111 | Notice fact, some ≠ all and one open question. | Cover picture and reread quantifier. |
| 112 | Event/marking facts sorted; unnamed visitors left unknown. | Separate illustration from count. |
| 113 | Alba's individual reason attributed. | Add another named voice without merging. |
| 114 | Jun's action separated from unreported reason; optional question. | Use ACTION/REASON tokens. |
| 115 | Independent A: event, Yara view, Teo unknown, respectful question. | Practise first missing move later in another case. |
| 116 | Assumptive versus open question wording identified. | Rephrase one line with “may pass.” |
| 117 | Current source versus future/pending source distinguished. | Label any future answer NOT OBTAINED. |
| 118 | Two-voice account and explicit unknown. | Keep one person's words within their scope. |
| 119 | Source-linked explanation and optional follow-up. | Use private listener if preferred. |
| 120 | Independent B: some/all, Remi/Sol, question choice and bounded account. | New case for the first missing step. |
Curriculum hold: This public fiction only rehearses K02 ideas. A real K02 claim requires an actually significant event celebrated or commemorated with a child's family and others, suitable source, permission and local syllabus judgment. K01, K03 and K04 also remain open; use LOCAL-SOURCE-INSERT.md. Partial S01–S05 practice is not year-end attainment.