Keep this away from the public check sheets. Save the child's first full response and route before hints, correction or after-check swaps. These are formative plans, not a formal graded instrument. Passing leads to a later invitation, not a penalty.
Check U · five unfamiliar source placements
Public source: A B B A B. The four adjacent comparisons are A→B CHANGE after place 1, B→B SAME after place 2, B→A CHANGE after place 3, A→B CHANGE after place 4. Correct boundaries are 1→2, 3→4, 4→5, three source changes. A complete response retains all five labels and marks those three gaps, not “place 1, 3, 4 are wrong.” A child may use a consistent alternative mark or AAC key if meaning is clear. A printed solution cannot establish timbre hearing.
If they mark every B card rather than each transition, cover all but one adjacent pair on a different practice source. If they report higher/lower pitch, separate source-key, pitch and comfort cards. Observe actual approved hearing in a separate, voluntary moment if an aural claim is desired.
Check V · one B at the end
The brief requires A A A B. Places 1–3 are A, place 4 is the only B, and the one source switch is 3→4. Accept any child-owned musical intention that relates meaningfully to the contrast, without asserting a universal listener response. A reason such as “I wanted the last event to stand apart” is sufficient. A label match with no stated reason still shows some planning but leaves communicated intention unobserved. An A B A B plan may be a coherent free composition but does not meet this constrained brief.
Check V is a paper composition plan; it cannot demonstrate actual audible B, child sound production or audience receipt. For those claims, record separately what sound happened, which child action occurred, who actually received the work and how.
Daily next-step ledger
| Day | First response worth keeping | Next teaching if needed |
|---|---|---|
| 71 | A/B source key matched by word and shape; own choice. | Fix raised circle and striped square beside printed letters. |
| 72 | Four-source row using one repeated key and a reason. | Build only two places, then extend to four without changing the key. |
| 73 | AABB and the source boundary after place 2. | Place a wide marker between neighbouring cards, never on a pitch rail. |
| 74 | Source and action as distinct planned fields; any actual observation separately. | Model one safe locally approved pair without naming a guaranteed sound. |
| 75 | Fresh U full first reading and boundaries. | Practise a different five-card source sequence after saving. |
| 76 | Proposed source/action separated from actual observed sound. | Keep an “untried” box visible and mark it honestly. |
| 77 | First/revised source rows with place 2 changed only. | Overlay clear first row and replace one broad card in the second. |
| 78 | Child-authored four-source palette and intention. | Ask for one chosen first card and build the remaining three. |
| 79 | Real maker/context response or actual willing recipient only if observed. | Leave unobserved evidence fields empty and arrange a permitted later opportunity. |
| 80 | Fresh V full score, 3→4 boundary and child reason. | Use a different ending brief on another day; do not reuse V as practice. |
Evidence boundary: The A/B score represents intended recipe choice. It cannot by itself prove acoustic difference, timbre discrimination, safe device level, source production or audience reaction. AC9AMUFE01 needs authorised real work plus child response; AC9AMUFP01 needs actual reception by a willing recipient. Integrated ten-tile partition and water capacity require their own subject-specific evidence.