Target/codes: Share a source-linked place narrative, attributed meaning and care explanation, keeping records and revisions distinct; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. Actual route/codes: AC9HSFK03 conditional synthesis by actual feature/connection/meaning/care element. Ready: P: A–F, models/flaps/ledger/practice record, willing private reader; R: actual later permitted view, genuine earlier records, local cue/care record and willing approved reader if available.
Child product: A usable small desk/source trail with one evidence-backed revision or a recorded reader gap.
- Open · 3 min. Invite willing private reader; adult/paper listener or pass is valid. Ask “Can a reader find our step and its source?” R: re-confirm place/view/audience permission.
- Read source · 4 min. P: revisit A/B/C/D/F plus separate child practice. R: observe actual later view/time/method; keep genuine earlier records intact. No change is required or staged.
- Model · 5 min. Give a short source-labelled place trail. P: “A says earlier; B records later; Pia says; C asks; F checks words; we practised on paper.” R: use today/earlier only from genuine records; leave past blank if none.
- Child inquiry · 7 min. Play desk keeper: child arranges/directs source pockets/model/usable cue, tells feature/reason/care account and asks reader “Show the part you would use.” P: keep FICTION/ROLE PLAY visible. R: record exact voluntary reader response/time/permission or pass; revise one unclear cue within approval, keeping first version. Ask one future-source question; don't infer all-user benefit.
- Check/respond · 4 min. R: teacher records K03 elements observed/open from genuine evidence, not from finishing the desk. If a reader response becomes universal usefulness, name its exact scope. P: no K03 knowledge inferred.
- Exit · 2 min. Save first narrative/help/edit and gaps. Next move: a fresh source check tomorrow, with actual knowledge records assessed separately.