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Staff meaning — Ribbon-game labelsYear 1 HASS · T1 W7–8 · Staff · Staff / C first

Complete supplied source

Original fiction, discussion recorded 2026. A ribbon-game description names four cloth strips and a paper rule card. Uma says, “I want the material beside each item name so I can sort by material.” Dev says, “I want the turn rule beside the game title so I can find how to play.” Ren looked for the rule title; the record gives no result. A material-first label is suggested but has not been made or tried. No diagnosis or universal preference is given.

1. Whose stated purposes concern material and the turn rule? Match each purpose to its speaker and source clue.

Own heading: Whose stated purposes concern material and the turn rule? Match each purpose to its speaker and source clue.

Look for: Uma material/name for sorting; Dev turn rule/title for how to play. Give attributed purposes, not everybody's need or guessed disability. Next teaching: Use complete N14 · Two useful views of a bus list. Read each speaker’s complete statement without sorting children into types. Let the learner connect name, wanted heading and stated purpose. A helper can read “after lunch”; clock numerals are unnecessary. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

2. Propose two label arrangements that fit those different purposes. Explain your source reasons.

Own heading: Propose two label arrangements that fit those different purposes. Explain your source reasons.

Look for: Material by item name for Uma; turn rule by game title for Dev, with a source reason. Other arrangements accepted if their fit is explicitly explained. Next teaching: Use ordinary C13 game-name/turn-rule folder purposes to design and justify two layouts. Record actual response/support; do not rehearse this held source/key as next teaching.

3. What does the source actually record Ren doing? What result is unknown?

Own heading: What does the source actually record Ren doing? What result is unknown?

Look for: Ren looked for rule title; source does not give whether found/understood. Recorded fictional action is not learner performance. Next teaching: Use complete N15 · A library search with no result entered. Read the action sentence, result box and proposed next line separately. Invite a short “did / not known / might next” account. A child need not use a catalogue. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

4. Has the suggested material-first label been made or shown to work? Give one honest next step connected to the source.

Own heading: Has the suggested material-first label been made or shown to work? Give one honest next step connected to the source.

Look for: Source explicitly says unmade/untried; propose making a label or a wanted find task after approval, retaining planned status. No guaranteed success. Next teaching: Use complete N16 · Three stages of a kitchen cue. Keep three labelled spaces or a three-part spoken account. Read exact action/status words; make no invisible step between records. If wanted, model one contrast after the child’s choice. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

Selection

Eligibility: Full first gate above for this family; complete source/neutral access, actual taught prerequisite and no prior source/key rehearsal.

Complete actual eligibility/first/later/support conditions. Preserve exact child evidence before feedback; use unrelated component teaching, not this key rehearsal. Source-supported alternatives need not use model wording. No score-to-A–E conversion.

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