# Teacher-only worked checks and next teaching

Open after preserving the learner's first independent response and exact assistance. These public formative checks are not secure examinations, QCAA tasks, real interviews or attainment certificates. Accept source-supported equivalent wording, pointing, sign, AAC and tactile responses. An adult may read/scribe, but must not supply the conclusion. Record **task · exact child action/words · access source/route · prompt/model/support · next step** locally, without learner data in this repository. Use **observed independently / observed with support / not yet observable** for each target; do not aggregate into a grade or label a pass as inability.

## Check A · Larch Box worked interpretation

1. Source 1 shows a broad rectangular outline, two outlined circles and one dark square. These are drawn features. It cannot tell actual material, actual use, maker identity or age. “Who used it?” is an acceptable open question; “How many drawn circles?” is answerable from the drawing.
2. Source 2 records the drawing's marks and says **Use not recorded**. Larch Box is a fictional collection label. Neither the collection's name nor the picture establishes actual material or a material test.
3. Source 3 attributes the square's stated reminder purpose to **Tavi**. It reports an intention in drawing, not that anyone put something on a shelf, not every later user's purpose, and not observed use of an actual surviving object.
4. **Tavi said**, **ticket** and **everyone used** need checking. The earlier note does not report ticket use. A careful caption could say: “Source 1 shows two circles and one square. Tavi says the square reminded Tavi of a shelf. Other uses are not recorded.” Ask “What did another user say about their use?” A future permissioned account is a possible source, not one already obtained. Lack of evidence for ticket use does not prove no ticket use ever occurred.

If a child changes unknown to never, use a new pretend card with an empty record and distinguish an empty box from a NO statement. If intention becomes observed action, separate “I drew it to remember” and a later-use question. Preserve the check response before re-teaching.

## Check B · Cove Shelf worked interpretation

1. Source 1 shows one triangle and two dark dots on a narrow tag outline. It cannot prove actual material, use, age, safety or wearing. Do not infer a badge from the outline alone.
2. **Ona**, Source 3, reports drawing the triangle to remember Ona's box. The catalogue in Source 2 does not record use. A named person's account adds that person's stated purpose; it does not silently fill the catalogue with everyone's history.
3. Source 5 corrects what may be attributed to Ona: Ona did **not say badge**; Ona says the triangle was drawn to remember Ona's box. Replace the draft with an attributed, source-supported report. The correction **does not prove nobody wore it**: Ona expressly does not know other users' uses. It also grants no real publication consent.
4. One accepted account: “The earlier note says Ona drew the triangle as a box reminder (3). The later draft says badge and everyone wore (4). After the correction, we report Ona's box reminder and leave other uses unknown (5).” A respectful future question such as “Would another willing user like to tell us how they used it?” is valid. “What source would show actual use?” or keeping the question open is also valid. No real person is interviewed by this check.

If the child treats correction as proof of all use, place an OTHER USERS blank beside Source 5's last sentence. If source order becomes an actual date, use earlier/later only and explicitly mark the chain as invented. Public performance is optional; a private listener is equivalent.

## Daily observation and next small move

| Day | Look for in the first child-controlled response | Next teaching move in a new practice context |
| --- | --- | --- |
| 131 | One drawn feature separated from one unknown. | Place a new drawn dot and an empty USE box side by side. |
| 132 | Catalogue blank retained; collection title not treated as material proof. | Compare two different titles on the same invented drawing. |
| 133 | Mira's intention owned by Mira; no actual return invented. | Add a separate blank LATER USE card. |
| 134 | Two caption clauses each attached to a source and an open question. | Match one new clause to one new picture or named note. |
| 135 | Fresh A: detail, catalogue gap, named intention, bounded caption/question. | Teach the first missing move using different marks and a new speaker. |
| 136 | What D prints separated from what earlier sources support. | Ask what source would justify “all” on a new toy-display sign. |
| 137 | Misattribution corrected; other uses still open. | Contrast a speaker's correction with a blank other-user record. |
| 138 | Five source/status cards ordered without altering the drawing. | Move a CORRECTED tag beside draft words, not the original marks. |
| 139 | Caption names sources and earlier/later status; listener revision retained. | Let a private listener identify one clause whose source is missing. |
| 140 | Fresh B: marks, purpose, bounded correction, temporal account/question. | Provide a new unseen practice case for one emerging move. |

**Knowledge hold:** all AC9HSFK01–K04 require authentic local evidence under [LOCAL-SOURCE-INSERT.md](../LOCAL-SOURCE-INSERT.md). No K03 rehearsal or knowledge-code achievement is claimed for this object-source pack. S01–S05 are partial opportunities, with S05 limited to source-labelled earlier/later fictional narratives; real past/place evidence and full-year achievement remain outside the pack.