# Teacher assessment key and next teaching move

Use the **public formative checks** on Days 175/180 to notice source-linked questions, recording, attributed perspective, bounded conclusion and communication. They are public, held for fresh formative use, not secure tests or whole-code attainment. Accept equivalent speech/sign/AAC/point/dictation/adult-directed making. Record **exact assistance**, first response, source, revision and remaining gap privately. Do not assess reading, craft, shape vocabulary, movement, speed, willingness to be a reader or sociability. A scribe records the child's direction, not an adult answer. Missing evidence is **not yet observable**, not a deficit label. No actual K03 outcome is supplied by these fictional cases.

## Paper Arch worked interpretation · Day 175

1. Source A1 supplies rectangle wall left/oval pad right; the child can model/direct/describe both and ask a relevant question, e.g. “Where would the wall-page go?” or “Who values the wall?” Relation/source matters, not shape naming. A relevant question alone doesn't establish current place knowledge. **Next:** read A1 and invite source pointing; don't give the full answer first.
2. Uma gives Uma's own story-page reason for wall significance. Oren requests return to broad pocket and asking before wall placement. Meaning and care request are different source types. Other people's reasons, actual permission and observed return remain open. **Next:** attach labelled “Uma says…” and “Oren asks…” flaps; request isn't permission for a real action.
3. A2 gives two plans with same pages: beside or wall below pad. A5 says Ves looked at beside and pointed to pad-page when asked during one paper try. Exact question, willingness, actual school trial, later use and other people's responses aren't supplied. One point isn't proof of understanding. Two equal pages/space aren't agreement, fairness or access proof. **Next:** place A2 in PLAN, A5 in REPORTED TRY, and ask one useful source gap; no “best for everyone” conclusion.
4. A grounded direction might be “Look at the wall-page” using A1's feature. Record that as planned wording unless an actual willing model try is observed. The child may genuinely direct two paper layouts: that is actual paper making with help, not an actual place outcome. Source repair isn't proof of use. Retain exact observed action/help; later use remains open. **Next:** separate PLAN, MADE/DIRECTED and ACTUAL RESPONSE fields; don't manufacture a response to finish a record.

## Paper Sail worked interpretation · Day 180

1. B1 supplies frame left/tray right. Relevant source-backed place question, broad feature model or exact no-touch direction is enough for this component. Do not add a name, school location or unpictured object. **Next:** identify B1 and invite the child to correct one misplaced adult-directed cue.
2. Wynn values tray for Wynn's paper story pages; Tali asks pages returned to broad sleeve and prior asking before frame placement. These are own meaning and requested care, not everyone's views or actual permission/action. **Next:** keep attributed reason, care plan and done fields separate.
3. B2 is plan: same frame/tray cards beside or tray above frame. B5 reports Nela chose pass before the paper try and did not use display. It gives no reason for pass, completed use, everyone's view or later response. **Silence is not agreement**; a pass is not dislike, failure or evidence of identity/need. **Next:** record reported pass/no completed use and ask what another willing sourced account could show. Never pressure a child to explain pass.
4. A repair to “that page” could be “Look at the tray-page” supported by B1. A first direction already naming the correct sourced feature may be retained with an explanation. Keep first/revised wording distinct. No retry/willingness/response unless actually observed with fresh invitation. Role-play is invented. The child can make a kit, explain its care request and leave trial open. **Next:** retain the useful kit and unobserved fields; no invented reply for completion.

## Recording guide · every day

| Evidence | Record | Feedback / next move |
| --- | --- | --- |
| S01 | Child's relevant question, source/context and help; not every kind of question in full code. | Ask “What do you want to find out here?” and offer neutral source choices. |
| S02 | Source labels, plan/report/actual separation and locations on pictorial base/arrangements; no timeline breadth claimed from an arrangement alone. | Preserve first record and direct one correction with its source. |
| S03 | Attributed particular-person meaning and child's bounded perspective; ordinary source gap alone isn't a special-place perspective. | “Who says it matters? What do they say?” No personal disclosure pressure. |
| S04 | Question-linked conclusion and what evidence doesn't show. | “What can we say from this one source? What stays open?” |
| S05 | Place/source communication portion; a genuine earlier/later source may support a limited past narrative, but future plan/untimed try isn't place history. | “Tell where your words came from.” Use actual dates only if recorded. |
| K03 conditional actual only | Actual familiar-place feature, familiarity/belonging connection, particular-person sourced significance and locally sourced care explanation, by element and assistance. No actual K03 outcome has been collected in this pack. | Do not convert fiction, kit completion, layout preference or a model try to actual place knowledge. Complete only locally supported elements; record remaining gaps. |
| K01/K02/K04 | Hold unless distinct authentic appropriate sources, permission/cultural authority and local review meet the exact rows. | Apply local/ICIP gate; don't infer family/event/Country from a place display. |

## Ordinary lesson decision notes

171: A or permitted observation supports feature relations; invented drawing doesn't establish familiarity. 172: Edda/Finn are two own reasons that can coexist; no consensus. 173: Dara requests care; action/permission unknown. 174: two plans and willing/pass invitation; equal space isn't fairness. 176: Jori's reported point belongs to Jori's one try and arrangement; exact question/consent absent. 177: Mell's reported question is separate, not a controlled causal comparison against Jori. 178: naming sourced feature repairs wording; actual response remains open without observed willing retry. 179: useful handover joins place, attributed meaning and local care; planned return isn't done. First actual feature record can be earlier than a later handover if both dates/conditions recorded. Never stage an event or infer later benefit.

For the complete actual pathway, record actual date/time/view/speaker, permission scope, first/revised direction, exact response or pass, observation/source distinction, actual care procedure, observed/not-done action and retention restrictions. Keep particular-person meaning central even if no reader trial is permitted. A private owner-review kit remains useful; no evidence is invented to close gaps. K03's precise elements require local educator judgement; no automatic full-code tick. Independent classroom/access/cultural review still required.