Keep this key closed until each child's first public-check response is saved. Use it to decide a helpful next lesson, not to assign a grade. Multiple visual solutions can satisfy the target. Record adult scribing/material support and any physical process or actual audience separately.
Check I · Five-corner size change
Source condition: two equal frames; the first shows one small five-corner form and the second is blank. Worked response: first stays small; child makes a visibly larger five-corner form in the second frame, occupying more of its equal frame. This changes size while preserving number of forms (one in each), corner count (five) and frame size. Child might say, “I made this one bigger so it is easier for me to notice.” That is their intended focus, not proof of another viewer's reaction.
Look for: same frame sizes; larger second form; five corners retained; child can indicate changed versus held features. Accept drawing, child-directed placement, AAC or neutral scribing. If the child changes shape rather than size, revisit A with two equal frames and a movable broad pentagon. If child gets size but has no words, offer visual/AAC “larger / same corners” choices without retroactively changing the first response.
Check J · Cropped round form with open area
Source condition: one blank rectangular frame and a separate whole round token. Worked response: a round form is partly behind or beyond one frame boundary, so its visible arc stops at the frame edge; another broad region inside remains clear. The child can point beyond the edge to where the round form would continue and name the open region. For example, a large circle centred just outside the frame's upper edge may show a lower arc inside while leaving a clear lower band. The exact edge, size and orientation are the child's choice.
Look for: only part visible inside frame, frame edge actually cuts the round outline, open region left intentionally, and child indicates the hidden continuation. A fully visible small circle with open space meets only the open-space condition; next practise B with a frame mask. A giant circle filling the entire frame meets crop but lacks an open region; next practise C. Do not demand writing in the blank region. If an actual willing person sees the child's work, record who/when only as permitted; don't infer what they thought.
Day-by-day evidence to seek next
| Day | Observable decision | Next small move |
|---|---|---|
| 11 | Same shape's size changed inside equal frames; child gave an intended focus. | Try the same shape with part hidden by a frame. |
| 12 | Child distinguished whole from cropped outline. | Leave an open region without changing the shape count. |
| 13 | Child indicated a deliberately clear area. | Combine that area with a size/crop choice. |
| 14 | Two composition choices came from the child. | Save plan and use a new source for Check I. |
| 15 | First response preserves five corners while enlarging second form. | If size or shape drifts, revisit A after check; do not coach the scored first response. |
| 16 | Chosen mark is identified; any actual physical making is separately observed and noted. | Compare few/many within fixed region; schedule physical exploration if held. |
| 17 | Child chose sparse/dense marks and an intended emphasis. | Combine mark choice with frame/space choice. |
| 18 | Child made a two-feature image and could keep or revise a feature. | Ask maker/source questions of a cleared real work. |
| 19 | Actual authorised real-work observation and any actual sharing are recorded separately. | If held, arrange a cleared encounter; do not tick evidence from paper practice. |
| 20 | First response crops a round form and leaves a clear region. | Revisit B or C for missing feature, then offer a new image-making context. |