Use after preserving first work. Record each target as independent / with exact recorded support / not yet observable. No term grade, score total, diagnosis or motor-speed judgement. An adult-made work can evidence child art decisions where directions were exact; mark the adult's physical role. A plan can show ideas but cannot establish physical rubbing/collage or audience.
Check Y
Source check: oval upper left; one horizontal band lower left; second horizontal band lower right and slightly higher. These are illustrated proposed raised forms, not an actual master or observed impression. Child may keep/rearrange all three forms into any original composition; there is no correct aesthetic arrangement or required narrative.
Possible response, not a required answer: “Oval at the top; bars apart underneath. A pretend creature. I would rub the lower area first. This is only my plan; I have not tried it. I would put a chosen paper patch below the oval.” This shows composition, trial proposal and accurate limits. An actual rubbing route instead records the specific marks that really appeared and child-selected patch; do not infer them from our drawing. Incomplete rubbing can be retained as art without pretending a complete edge appeared.
Notice: (a) child-controlled form/position/intent choice; (b) master/rubbing/plan status and actual observed marks if any; (c) selected patch/arrangement with an explanation/demonstration. Broad exact directional language, sign/AAC/pointing and adult fixing/rubbing are valid with support record. Shape naming, cutting, harder pressure and complete edge reproduction are not targets.
Next: if process status is unclear, show an actual unrelated fixed broad U-master, actual paper after an adult trial and a separate drawn plan. Name what exists and what was tried. If composition is emerging, offer one new broad patch and two child-controlled positions. Do not reteach with fresh Y until its first evidence is stored.
Check Z
Source check: shelf left with two shelves; empty table middle; two trays at right, vertically separated. These are visible fictional features only. No shown mess, damaged item, actual care, owner, permission or people. A child may choose any one source feature and any relevant care idea/question; no fixed moral/art answer or positive feeling is required.
Possible response, not a required answer: “The table is in the picture. I chose a wide gap in my art so there is room to work. I arranged drawn-paper pieces; I did not make a rubbing. I want to keep it private. Nobody has seen it yet.” This gives source/art distinction, explained art choice and truthful process/audience status. Another child might use a rubbing patch for a tray and a private postcard proposal; actual receipt is held until it occurs.
Notice: (a) accurate selected supplied feature separated from invented art; (b) child-controlled composition linked to care idea/question; (c) truthful making/use/permission/audience. A postcard plan is not sharing; a private keep choice is valid creation. No care action means actual care NOT OBSERVED; no outdoor activity means outdoor evidence NOT OBSERVED. Country/Place AC9HSFK04 remains an authorised local hold.
Next: use unrelated fictional doorway with one visible mat. Ask what is supplied and what mark the child chooses, then make one broad art relation. If permission/status is emerging, contrast private keep with a display proposal awaiting agreement, without actually contacting anyone.
Daily next teaching
81: return to one broad form/position. 82: compare one actual mark with a prediction; offer drawn-paper route if needed. 83: select one patch and test two broad positions. 84: describe one intention without requiring narrative. 85: preserve first Y and use unrelated next source. 86: name one feature and one art choice in separate columns. 87: connect one space/patch to chosen care idea. 88: choose one use and one practical adaptation. 89: distinguish actual viewer words from self-review, then one decision. 90: preserve first Z and plan an unrelated next opportunity.
Keep private record: date/source/version · first exact child choice · route/prompt/support · stage/maker/tool/actual marks · final arrangement · source/art boundary · actual encounter/audience/permission if any · next move. Whole-standard achievement requires a wider school programme and judgement.