Day130 · A different source; choose your next play idea

Child invitation: Here is another little story. Keep one idea, or finish.

Purpose: Use a genuinely different later formative source when eligible and select a practical next teaching step from actual available observations.

Partial curriculum links: AC9HPFM02, AC9HPFM04, AC9HPFP05, AC9HPFP06.

Before the child clock: One eligible unseen later source and its own blank/key; an ordinary game alternative. Optional actual practical observation uses separate local review and familiar taught action. Read preparation and actual evidence boundaries.

1. Start ·3minutes: Here is another little story. Keep one idea, or finish. Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. Teach/model ·4minutes: Keep the selected later facts/keys unseen before the response. Explain the response mode on an unrelated blank rather than rehearsing the later answer. If the matching first opportunity/intervening teaching did not actually occur, use an ordinary game and leave the later source unused.
3. Guide ·5minutes: Read the whole selected source neutrally, one small component at a time, with usual communication, faithful scribing and rests. A child can decline, change to an ordinary project or finish. A new source is not a requirement to make a better answer or a positive feeling statement.
4. Own contribution ·7minutes: Capture only actual later responses before feedback. Separately offer an own suitable practical turn, game revision, private plan or finish. The child chooses an idea worth keeping; no complete portfolio, physical quota, water-location exposure or second listener response is manufactured.
5. Notice ·4minutes: Use the source-specific criterion and available first/later observations with exact support and actual taught interval. These are different alternatives, not equated forms or numerical growth measures. Any actual child skill/help/permission conduct needs its separate observation.
6. Finish ·2minutes: Teach one identified missing piece with the later key’s different ordinary example; preserve a useful familiar skill for another appropriate context. If practical evidence is unavailable, plan an ordinary suitable opportunity rather than fill it from story answers. Mark unsampled standard aspects open. 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 eligible different story and respond in your usual way.
• Choose an own suitable practical game or a useful ordinary plan instead.
• Keep one idea privately, change it, rest or finish without a year-end grade.

Child start · original aid/full alternative · ordinary contexts · one family offer · optional project.

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