# Ten optional 25-minute Foundation HASS teacher scripts

Use [A–E exactly](MATERIALS.md), the [A4 pages and alternatives](print/TEXT-ALTERNATIVES.md), and [same-goal learner cards](LEARNER-CARDS.md). Keep first child-controlled response, exact prompts, source named and support mode. Read *drawing*, *Mira says*, *draft says*, *corrected report* as different statuses. All people and objects are invented. Build a small **paper museum and caption repair station** over the fortnight. Children may mount, fold, place, dictate, sign or direct an adult; construction serves the source question and is never scored for neatness. Put COPY on any child-made drawing so it cannot be confused with supplied Source A. Give children the short prompt **“What is shown? Who says? What is still open?”** one part at a time. A willing private listener or adult scribe is valid; no child needs to report a personal object. The time pattern in every session is 3 + 4 + 5 + 7 + 4 + 2 minutes. Optional swaps and home bridges never replace the first independent check case.

## Week 27 · Day 131 · What can a drawing actually show?

**Target/codes:** Pose a question of invented Source A and bound a visible-mark conclusion; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** archive card, large strip outline, three bar strips, one ring, blank UNKNOWN card.

**Child product:** A COPY display base with drawn marks and an open-question flap.

1. **Open · 3 min.** Show A silently; ask “What do your eyes find, and what can this picture not answer?” Do not offer the object's purpose.
2. **Read source · 4 min.** Read A exactly. Point once to each dark bar and to the round hole. Say “a drawing of marks,” not “a tested object.”
3. **Model · 5 min.** Place three bars and one ring on a paper outline. Say “I can report three drawn bars; I cannot tell who used an actual object.” Put MATERIAL and USE under UNKNOWN.
4. **Child inquiry · 7 min.** Play picture detective: child mounts a practice copy of the drawn strip on a broad paper display base, marks its three bars and hole, and places one blank question flap beside it. Say “Show a mark. What can the picture not tell?” Offer [three equivalent routes](LEARNER-CARDS.md); an adult can mount entirely under child direction. Record first detail and question.
5. **Check/respond · 4 min.** If a child calls the hole a handle or says paper is known from the illustration, ask “Which source says that?” Return to the visible outline.
6. **Exit · 2 min.** Child gives one A fact and one open question. **Next move:** carry the question to B without pretending B tested the object.

## Week 27 · Day 132 · A catalogue may leave use open

**Target/codes:** Compare A's drawn marks with B's label and preserve “use not recorded”; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** archive card, A/B source tags, two trays SHOWN and NOT RECORDED.

**Child product:** An attached catalogue label and deliberately empty USE window.

1. **Open · 3 min.** Revisit yesterday's open question about use. Invite a first guess, labelled guess.
2. **Read source · 4 min.** Read B exactly, including “Use not recorded.” Say the label describes A but is no material test.
3. **Model · 5 min.** Put “three bars” under SHOWN IN A/B and “bookmark” under NOT RECORDED. Explain that a plausible guess remains a guess.
4. **Child inquiry · 7 min.** Play catalogue keeper: child attaches the exact B label below the display copy and makes an empty USE window from two broad paper cards. Sort narrow outline, round hole, who used it and what it was made from into the shown/open windows. Say “What does this label tell? What box stays empty?” No actual material is tested.
5. **Check/respond · 4 min.** If child turns “Paper Marker Box” into proof of paper material, clarify that it is the invented collection's name; actual material is not tested.
6. **Exit · 2 min.** Child finishes “B records __; B leaves __ open.” **Next move:** introduce one named account tomorrow.

## Week 27 · Day 133 · One maker's account has one owner

**Target/codes:** Attribute C's stated purpose to Mira without making it every user's purpose; AC9HSFS03 and AC9HSFS04 partial. **Ready:** Mira note, Mira name card, A/B card, NOT EVERYONE mat.

**Child product:** Two separate maker/other-user paper pockets with C attributed to Mira.

1. **Open · 3 min.** Ask whether B's blank use field means nobody had a purpose. Preserve initial answer.
2. **Read source · 4 min.** Read C exactly. Point to “I” and “my”; identify Mira as the person reporting.
3. **Model · 5 min.** Say “Mira says Mira drew the marks as a tray reminder.” Put “everyone used it” outside her note. A personal account is not an observed result for all users.
4. **Child inquiry · 7 min.** Play note courier: child makes a broad paper pocket labelled MIRA SAYS, slides C inside and puts a separate blank OTHER USERS pocket beside it. Say “Whose words? Why did Mira draw? What happened later?” The adult can fold/insert under child direction. Keep Mira’s stated purpose and later outcome separate.
5. **Check/respond · 4 min.** If child says a model was definitely returned, ask whether C reports a return or Mira's purpose in drawing marks.
6. **Exit · 2 min.** One attributed sentence and one unknown. **Next move:** make a careful short caption using A/B/C.

## Week 27 · Day 134 · Write only what the archive supports

**Target/codes:** Sort A/B/C, pose a gap question and share a short source-labelled invented object account; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** A/B/C, [source-scope mat](print/source-scope-mat.pdf), blank caption strip.

**Child product:** A two-clause source-labelled caption tent and question flap.

1. **Open · 3 min.** Ask “What could a visitor read without being misled?” Do not show D.
2. **Read source · 4 min.** Read A, B and C in that order. Say each source name before its exact words.
3. **Model · 5 min.** Draft: “The drawing has three bars and one hole. Mira says she drew the bars as a tray reminder. Other uses are not recorded.” Label the marks clause A, Mira clause C and use-record clause B. Teach earlier drawing and later account as terms within this invented chain.
4. **Child inquiry · 7 min.** Play archive label maker: child folds/directs a broad caption tent and places two source-labelled clauses beside the drawing copy and note pocket. Read/show it to a chosen listener using earlier drawing and later note. Say “Show your source. What would you still ask?” Add an open question flap. A possible future source is not one already obtained.
5. **Check/respond · 4 min.** If a source is blurred, ask which exact card supports each clause; preserve the first caption before revision.
6. **Exit · 2 min.** File the caption as a practice draft. **Next move:** tomorrow's fresh case uses new marks and a new person.

## Week 27 · Day 135 · Fresh check A: Larch Box

**Target/codes:** Independently separate a new object drawing, catalogue gap, named purpose and unsupported group claim; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [fresh learner copy](STUDENT-CHECKS.md), [Larch A4](print/check-a-larch-box.pdf), clean response record; keep teacher key closed.

**Child product:** A new uncoached Larch source record and careful label.

1. **Open · 3 min.** Say “Today is a new invented object. Point, speak, sign, use AAC or direct placement.” Demonstrate response mode on blank shapes only.
2. **Read source · 4 min.** Read the new sources in the learner copy neutrally; do not paraphrase or preview worked examples.
3. **Model · 5 min.** Model only how to select a source-number card using unrelated blank shapes; give no answer to Larch facts.
4. **Child inquiry · 7 min.** Offer the four short public prompts one at a time. Child may place new numbered source cards in blank folders, point, speak, sign, AAC or direct a scribe to make a new label. The folders contain no answer headings. Capture the first child-controlled answer and exact assistance independently before any repair or feedback.
5. **Check/respond · 4 min.** Ask only “Which source?” once if needed; open the separate key after capture, then choose one teaching next move.
6. **Exit · 2 min.** Thank the child without announcing a rank. **Next move:** use a different practice object for any gap; do not reuse the check as a coached rehearsal.

## Week 28 · Day 136 · A draft can say more than its sources

**Target/codes:** Separate D's printed claim from A/B/C evidence and locate its unsupported “everyone”; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** D page, A/B/C, SUPPORTED/OPEN trays.

**Child product:** A caption repair strip with source-check flags on draft words.

1. **Open · 3 min.** Show D's large caption without saying it is correct; ask “Who would a visitor believe?”
2. **Read source · 4 min.** Read D exactly, then A/B/C. Say “This is a later draft, not a witnessed group history.”
3. **Model · 5 min.** Underline “bookmark” and “everyone.” Put A's three bars under shown; put these two use claims under OPEN. Mira's stated tray reminder narrows what can be attributed to Mira, but does not prove no bookmark use ever happened.
4. **Child inquiry · 7 min.** Open the caption repair station with the exact D strip. Child attaches D above the paper museum, then uses broad removable paper clips or marks to flag words needing a source. Say “What does the draft say? Show its source. What words need checking?” Compare A/B/C; no actual bookmark use is inferred.
5. **Check/respond · 4 min.** If child calls D a fact merely because it is printed, ask “What source or speaker gave this information?”
6. **Exit · 2 min.** Child says one line to revise. **Next move:** Mira's own correction arrives in E.

## Week 28 · Day 137 · A correction changes what we may attribute

**Target/codes:** Attribute E to Mira and revise a misquotation without claiming all later uses known; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial. **Ready:** D/E pages, C note, CORRECTED and STILL UNKNOWN cards.

**Child product:** A replaced misquotation and separate OTHER USERS question flap.

1. **Open · 3 min.** Ask whether a source speaker may correct how a draft reports their words. Say permission for a real quotation would be a separate matter.
2. **Read source · 4 min.** Read E exactly, then C and D. Distinguish “I did not say” from “nobody did.”
3. **Model · 5 min.** Cross out D's attribution to Mira; write “Mira says she drew the bars to remember her tray.” Put all other people's use under STILL UNKNOWN.
4. **Child inquiry · 7 min.** Play correction editor: child lays C, D and E side by side, lifts the flagged draft clause and replaces it with an attributed Mira clause. Put an OTHER USERS question flap next to the repaired label. Say “What did Mira change? What is still open?” Writing, dictating or directing a scribe is equal; preserve the first clause.
5. **Check/respond · 4 min.** If child concludes “not a bookmark for anybody,” reread E's final sentence and mark the open scope.
6. **Exit · 2 min.** Child names what was corrected and what is not settled. **Next move:** sort the whole record tomorrow.

## Week 28 · Day 138 · Keep the source chain in order

**Target/codes:** Sort picture, catalogue, maker account, later draft and correction by source/status; AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial. **Ready:** A–E numbered cards, [source-scope mat](print/source-scope-mat.pdf), blank order strip.

**Child product:** A five-station folded archive trail linking correction to draft words.

1. **Open · 3 min.** Ask what happens if someone reads only the large public draft D.
2. **Read source · 4 min.** Read A–E in source order. Make clear this is a constructed source chain, not a dated real history.
3. **Model · 5 min.** Place A drawing, B label, C note, D draft, E correction in separate slots. Show that E changes D's attribution; it does not physically alter A.
4. **Child inquiry · 7 min.** Build a five-station paper archive trail on a broad strip pre-folded by an adult: A drawing, B label, C note, D later draft, E correction. Child places/directs the cards and adds one arrow linking E to D’s changed words. Say “What came earlier? What changed later?” Keep A’s marks unchanged and add an open-use question.
5. **Check/respond · 4 min.** If D overwrites C, put the exact source texts side by side; have the child identify the changed words.
6. **Exit · 2 min.** Save first and revised card order. **Next move:** write a faithful public caption tomorrow.

## Week 28 · Day 139 · Revise the caption for an actual reader

**Target/codes:** Share a source-labelled fictional object account, correction and remaining question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** A–E, [revision mat](print/caption-revision-mat.pdf), blank reader card.

**Child product:** A complete paper mini-museum with reader-checked caption and source cards.

1. **Open · 3 min.** Choose a willing private reader or adult role; no child must perform publicly.
2. **Read source · 4 min.** Re-read B, C and E only, while A's picture remains visible. Ask which one can describe marks and which one reports Mira's intention.
3. **Model · 5 min.** Say “The earlier drawing shows three bars and one hole. Mira says she drew the bars as her tray reminder. After the later draft and correction, other people's use remains unknown.” Keep “Mira says” in the caption.
4. **Child inquiry · 7 min.** Open a pretend mini-exhibit for a willing private reader. Child arranges the drawing copy, catalogue, Mira pocket, repaired caption and question flap as one usable paper display. The reader asks “Show the source for these words.” Child tells what changed after the later draft using earlier/later/after, then revises one clause if needed; record the original and edited caption. AAC, sign, dictation or adult-directed assembly is equal.
5. **Check/respond · 4 min.** Record original and edited caption. If the child treats E as permission for a real display, remind that all sources are fiction and real consent has not been sought.
6. **Exit · 2 min.** File caption as a fictional practice product. **Next move:** tomorrow's unseen archive tests the same source boundary with new facts.

## Week 28 · Day 140 · Fresh check B: Cove Shelf

**Target/codes:** Independently read a new object record, correct an attributed draft and leave other uses unknown; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [fresh learner copy](STUDENT-CHECKS.md), [Cove A4](print/check-b-cove-shelf.pdf), separate first-response record; key closed.

**Child product:** A new uncoached Cove correction/account before feedback.

1. **Open · 3 min.** Say “New fictional source set. Use any response mode.” Demonstrate source-number pointing with blank unrelated cards only.
2. **Read source · 4 min.** Read the full new sources neutrally without emphasizing correct clauses.
3. **Model · 5 min.** Model moving an unrelated blank ANSWER card beside a blank SOURCE card; no Cove fact or example is given.
4. **Child inquiry · 7 min.** Offer the four short public prompts one at a time. Child may arrange fresh numbered source cards, repair a blank draft strip, point, speak, sign, AAC or direct a scribe. Give no supporting source or conclusion hints. Record the first response and access support independently before discussion or any later museum play.
5. **Check/respond · 4 min.** Ask only “Which source?” if needed. After capture, open the separate teacher key and choose a new-context next step.
6. **Exit · 2 min.** Thank the child. **Next move:** return to a different source case if one skill is still emerging; do not call this a classroom trial or attainment certificate.