# Day125 · A new game idea and one useful noticing

**Child invitation:** Here is a new little game. What would you choose?

**Purpose:** Capture an own response to an unseen fictional game situation and, separately, one suitable actual practical skill opportunity.

**Partial curriculum links:** AC9HPFM02, AC9HPFM04, AC9HPFP02.

**Before the child clock:** One selected complete first source/blank/staff key, kept apart; an ordinary suitable familiar action if a separate practical observation is wanted. Read [preparation](PREPARATION.md) and [actual evidence boundaries](ASSESSMENT.md).

1. **Start ·3minutes:** Here is a new little game. What would you choose? Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. **Teach/model ·4minutes:** Do not model answers from the selected first source. Explain the response method with an unrelated blank drawing: you may tell, sign, point, draw or direct a faithful scribe. A source about movement still does not show the learner’s physical performance.
3. **Guide ·5minutes:** Read the whole selected source neutrally, one relevant component at a time. Repeat requested words without content clues. Let the learner choose a quiet usual response, a different ordinary project, rest or finish; no timed score or compulsory full form.
4. **Own contribution ·7minutes:** Capture the child’s first source response before feedback. If a separate real practical opportunity is wanted, use a familiar suitable action already taught here and record actual actor/support/context. Never infer motor performance from the fictional-source answer.
5. **Notice ·4minutes:** Use the exact matching four-component key only for available responses. Record access support and any content suggestion separately. One source or physical action is a small formative sample; it is not a whole-standard mark or a growth scale.
6. **Finish ·2minutes:** After capture, teach one missing idea with the different complete ordinary example in the key. Improve access before another assessment if needed. Preserve the later source unseen; future use depends on actual first exposure and intervening teaching. Invite keep/change/finish. No speed, turn quota, positive feeling or complete worksheet criterion. Split/stop as useful; times are planning estimates.

## Three purposeful choices

- Listen to one new story and tell or show your own response.
- Make a useful ordinary game plan instead of using a check.
- Choose one suitable practical action separately; rest or finish is welcome.

[Child start](../learner/day-125.md) · [original aid/full alternative](../aids/own-alternative.md) · [ordinary contexts](../contexts/index.md) · [one family offer](../home/h05.md) · [optional project](../projects/x05.md).

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