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Staff criterion and next teaching ·d-laterFoundation HPE · T3 W25–26 · Teacher · Teacher / D later feedback

Keep this after first capture. These are original unscored formative components; no official band, calibrated difficulty or numerical growth is assigned.

Component1

Question:What does this message say to do? Show or tell.

Matching source criterion: Pause while the grown-up collects the object. Accept an accurate equivalent through usual communication. Notice supported/partly supported/not observed for this component, with actual access/content support.

Different ordinary next teaching: Read a different original dry-classroom sign: “Pause while the grown-up checks this table.” Model identifying its actual words and asking the supervising educator for clarification. Explain that a sign gives a message, not blanket permission or an activity clearance. For this later source, first notice whether the missing piece is what does the particular message ask a person to do? Choose that one piece, keep the matched criterion above, and attribute any content cue. The ordinary account is neither this held source nor its later/first counterpart.

Component2

Question:Who helps the child? What does the child say to ask for help?

Matching source criterion: Ren actually asks the verified supervising educator, who supplies an explanation. Accept an accurate equivalent through usual communication. Notice supported/partly supported/not observed for this component, with actual access/content support.

Different ordinary next teaching: Use a new harmless classroom label job. The educator supplies only the verified supervising/helper role, models a usual-communication request and responds promptly. Distinguish a role drawing, rehearsal and an actual ask/reply; do not send a child searching alone. For this later source, first notice whether the missing piece is which adult role/verification and child help contribution are stated? Choose that one piece, keep the matched criterion above, and attribute any content cue. The ordinary account is neither this held source nor its later/first counterpart.

Component3

Question:In this story, did a grown-up answer? Did the child play a real game or visit a water place?

Matching source criterion: No actual physical game or water-location learning is shown; an explanation is not skill performance. Accept an accurate equivalent through usual communication. Notice supported/partly supported/not observed for this component, with actual access/content support.

Different ordinary next teaching: Read a different invented folder account: a request was rehearsed, but no reply or use is stated. Leave those results unknown. Offer a genuine ordinary question to the responsible supervising educator only when appropriate; no help is withheld for a test. For this later source, first notice whether the missing piece is which reply/result or practical experience is still open? Choose that one piece, keep the matched criterion above, and attribute any content cue. The ordinary account is neither this held source nor its later/first counterpart.

Component4

Question:Which grown-up would you ask for help? Show or tell what you would say.

Matching source criterion: Keep adult supervision and pause/retrieval arrangement; prepare any actual suitable practical opportunity separately. Accept an accurate equivalent through usual communication. Notice supported/partly supported/not observed for this component, with actual access/content support.

Different ordinary next teaching: Prepare a new ordinary classroom help opportunity while the learner stays with adult supervision. Teach the small usual-communication request or message meaning and keep actual response/outcome distinct. Any later physical/water program is separately school-planned; paper learning does not supply it. For this later source, first notice whether the missing piece is what is a protective next step that keeps supervision adult-owned? Choose that one piece, keep the matched criterion above, and attribute any content cue. The ordinary account is neither this held source nor its later/first counterpart.

If a response is unavailable because access is not available, change access before judgement. Empty/pass/source/actual actor distinctions remain visible.

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