The full accepted proposal body below preserves its12October2026 authoring chronology. Its future-output status describes that proposal. The current source has individual resource pages and actual SVGs; independent source critique and Root Browser review remain separate.
Eight held sources and32 matched components
Original Year1 Science Resource Weeks11–12 proposal. Four first/later families are selectable small source-response opportunities, not official QCAA task instruments, A–E cutoffs, a compulsory testing schedule or proof of full-year coverage. Keep the preferred complete source and exact prompts together. A first response is recorded before any worked possibility, criterion cue or teaching below is shown. A later source is offered only after an actually recorded separate learning opportunity, not as an automatic retry or assumed improvement. Save source/stage/actual date/learner words/response route/actor/neutral access help/content cues and actual teaching exposure. “Not offered”, “declined”, “not elicited” and “relation not yet shown” remain distinct. No invented result or exact-force measurement.
Read source and questions neutrally. Child-own response pages must contain full neutral source disclosure and these four exact prompts, genuinely blank fields, no criteria/keys/next teaching and no prefilled source answers. Every learner may choose one useful question first and finish privately. Speech, sign, AAC, drawing, pointing, dictation and usual supported communication are available. Names, handwriting, reading speed, neatness, diagnosis, compliance and the number of boxes are not science criteria. Separate neutral access help from content cues. Source reasoning may provide selected conceptual/question/communication evidence; these fictional tasks cannot establish an unperformed child procedure or primary observation under AC9S1I02/I03. Actual practical opportunities and perceived evidence in ordinary lessons must be separately recorded and locally reviewed.
Teacher-only matched criteria and worked possibilities are initially closed, with no answer exposed on a child page. A different next teaching account below has its own complete unrelated fictional source, invitation, three concrete moves and observable target. Use it after first evidence is saved; do not replace that evidence with a model. No account guarantees learning, later improvement or official moderation. Revisit opportunities actually offered, help, response and remaining gap before selecting a later source. A single question can be enough for a next lesson.
A-first · A paper museum pass
Complete held source: Original fiction. The wanted game job is to rest a broad paper museum pass wholly inside a drawn display place on a flat mat. It begins at a drawn entrance. A helper makes one short intended-gentle push from behind the pass toward the display place, then lets go. The pass moves nearer and rests outside the display boundary. Force and full path were not measured. A pull from the other side is an idea for a later attempt, not performed. No visitor reply or later result is supplied.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
A-first-1 · Own prompt
What question would you want to ask about getting the pass into the display place?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own question relates to this wanted inside-the-place job; a plausible action or result question is welcome. No performed investigation or supplied future answer is required. **Source-supported worked possibility:** “Could a smaller push help it rest inside?” is one possibility. “Would a pull from the display side bring it inside?” is another; their answers remain open. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Paper ferry parking:** Original unrelated fiction. A broad paper ferry picture starts at a drawn shore. A helper gently pulls it toward a drawn dock and lets go. It rests beside the dock; the rule has not said whether beside is enough. One attempt; force unmeasured. **Own next invitation:** What question would help decide whether this fits the dock job? **Full next teaching sequence:** Read the wanted dock job without defining beside as success. Let the learner choose one question in their usual communication. Compare their question with the missing rule, leaving its answer open. **Observe and decide:** A question identifies a useful missing job rule or future result rather than inventing a supplied success. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-first-2 · Own prompt
What do you think might happen if the helper tries a short gentle pull from the display side? Show or tell your own prediction and leave room for the result.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Prediction relates a stated pull toward the display-side hand to possible motion or the wanted place and remains provisional. It is not scored by matching a later result. **Source-supported worked possibility:** It might move toward the display-side hand and nearer the place; it might still not rest wholly inside. This is an idea, not supplied data. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A broad paper flower label:** Original unrelated fiction. A plant-label picture begins beyond a helper’s hand on a flat mat. A short pull toward the hand is planned, not performed; no resting result exists. The label is a drawing, not a real plant need. **Own next invitation:** What might happen if that short pull is tried? What is still an idea? **Full next teaching sequence:** Offer the complete plan once and show the start/hand places. Invite a prediction by a sketch or spoken direction. Label it before idea and leave the after place empty. **Observe and decide:** A provisional direction or job-linked outcome is expressed without copying an after result or claiming plant-care evidence. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-first-3 · Own prompt
Describe the supplied action and one motion clue using the entrance and display place.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Names or represents a helper push from behind toward the display and movement nearer/rest outside; no compulsory left/right, numerical distance or child operation. **Source-supported worked possibility:** The helper pushes from behind toward the display; the pass moves nearer and rests outside after release. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · The delivery note route:** Original unrelated fiction. A broad paper note begins beside a drawn post box. A helper pushes from behind toward a drawn desk. It rests nearer the desk; exact distance/path and force are absent. **Own next invitation:** Show the helper’s action and a motion clue. **Full next teaching sequence:** Mark the two drawn places on a fresh large picture. Read who touched from where. Ask for one action/direction clue then one nearer-rest clue, with neutral rereading if wanted. **Observe and decide:** The learner names or represents push toward the desk and nearer rest; actor remains helper. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-first-4 · Own prompt
Does this recorded rest fit the stated job? Tell one thing the story leaves open.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Compares outside rest with the wanted wholly-inside job and names a genuine unknown; no compulsory redesign or claim that every push fails. **Source-supported worked possibility:** This one rest is outside, so it does not fit the wholly-inside rule. Force, another attempt, visitor experience and the proposed pull result remain open. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A music cue kept for now:** Original unrelated fiction. A paper cue starts at a drawn song mark. One gentle pull takes it nearer a drawn next-cue place, the wanted job. The maker keeps the idea. No singer reply or next attempt is supplied. **Own next invitation:** Why might keeping it make sense? What would you leave open? **Full next teaching sequence:** Read the purpose first, then the rest. Offer keep/change/ask without favouring change. Invite one genuine unknown after the child’s fit explanation. **Observe and decide:** Fit relates to this nearer-purpose record; keeping is permitted and future singer/attempt evidence stays absent. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-later · A paper library marker
Complete held source: Original fiction. The wanted job is to bring a broad paper library marker nearer a drawn reading label. It begins beside a drawn shelf. A helper’s hand is beside the reading label and makes one short intended-gentle pull toward that hand, then lets go. The marker rests nearer the label. Force and exact distance were not measured. A different player’s future attempt is only proposed. No reader reply is supplied.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
A-later-1 · Own prompt
What question would you want to ask about this reading-label job?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own question relates to bringing or using the marker nearer the reading label; future evidence stays open. **Source-supported worked possibility:** “Would one smaller pull still bring it nearer?” or “Could the reader use it there?” relate to the job; the source does not answer either. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A paper ferry timetable sign:** Original unrelated fiction. A broad paper sign begins by a drawn river. The wanted job is nearer a drawn viewing place. It has not moved; a helper’s hand is placed beyond the viewing place for a possible pull. **Own next invitation:** What question would you ask about the viewing job? **Full next teaching sequence:** Read all supplied places and the absence of a trial. Let the learner choose whether to ask about motion or actual readability. Repeat their question exactly rather than replacing it with an adult investigation plan. **Observe and decide:** Question is purpose-related and a future viewing or motion result remains open. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-later-2 · Own prompt
If a different player tries a short pull toward the reading-label side, what do you think might happen? Show or tell your own prediction.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own prediction relates the stated pull direction to possible movement or the job, with a different player’s result provisional. Correct guessing or universal reliability is not required. **Source-supported worked possibility:** It might move toward that player and nearer the label. How far and where it rests for the different player are open. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A museum-guide prediction:** Original unrelated fiction. A broad guide picture begins at a drawn entrance. A gentle push toward a display is proposed from behind the picture. There is no actual movement, force measurement or visitor response. **Own next invitation:** What do you think might happen, and why might that help this job? **Full next teaching sequence:** Put start and display drawings on a flat paper map. Ask for the learner’s provisional idea before any model. Give time or a neutral scribe; leave actual outcome blank. **Observe and decide:** Prediction relates to the proposed push/direction or useful job without requiring accurate future guessing. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-later-3 · Own prompt
Describe the supplied action and one motion clue using the shelf and reading label.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Identifies the helper pull toward the reading-label-side hand and the nearer resting position; does not turn source discussion into actual child action. **Source-supported worked possibility:** The helper pulls toward the label-side hand; the marker rests nearer that label after release. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A drawing of a parcel route:** Original unrelated fiction. A helper pulls a broad paper parcel toward a drawn counter from the counter side. After release it rests nearer the counter. There is no distance measurement or child operator. **Own next invitation:** Tell or draw what the helper did and where it rested. **Full next teaching sequence:** Read the complete three-moment description. Offer two separate turns for action and rest. Ask the learner to name the actor if an adult’s picture would otherwise imply child action. **Observe and decide:** Pull toward counter-side hand and nearer rest are supported; fictional helper remains the actor. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________A-later-4 · Own prompt
Does the recorded rest fit this wanted job? Tell one genuine limit.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Connects nearer rest to the wanted nearer job; preserves a genuine unknown without demanding a change. **Source-supported worked possibility:** The recorded nearer rest fits this job. Keeping the idea is sensible; exact force, distance, reader experience and a later player’s result are not known. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A sign-reader question:** Original unrelated fiction. One broad paper sign is gently pushed nearer a drawn reader place and rests there, matching the nearer job. No reader has replied and exact force is unknown. **Own next invitation:** What fits, and what would you still ask a reader? **Full next teaching sequence:** Start with the wanted nearer-place job. Let the learner choose keep or question. Distinguish the supplied location from an absent readability reply using two empty-label spaces, not supplied answers. **Observe and decide:** Learner relates a bounded fit and leaves reader experience unknown, rather than claiming every nearer sign is usable. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first · A small paper theatre cue
Complete held source: Original fiction. A broad paper theatre cue has an existing fold. It begins as a low V at a drawn curtain on a flat mat. A helper presses its edge toward a drawn stage mark. During contact it moves nearer the stage mark and becomes flatter. After release it rests nearer and flatter than its first V. Exact force, complete path, later stability and an uncreased cue result are not supplied. No child operation is described.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
B-first-1 · Own prompt
Show or tell the cue’s before, during-contact and after-release moments.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Preserves all three supplied moments: first low V at curtain; during nearer/flatter; after nearer/flatter at rest. No spontaneous return or later stability is added. **Source-supported worked possibility:** It starts as a low V at the curtain; it moves nearer and becomes flatter during contact; after release it rests nearer and flatter. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A low pretend bridge picture:** Original unrelated fiction. An existing-fold broad paper picture begins flat. A helper presses at its fold; it bends during contact and rests as a low V after release. No weight, real crossing or later stability is tested. **Own next invitation:** Show the three moments without adding a later return. **Full next teaching sequence:** Read before/during/after slowly. Ask for a drawing, sign or spoken turn per moment. Revisit after release separately from a later unseen moment. **Observe and decide:** Sequence retains flat, bending during, low-V rest after; no real structure safety or spontaneous return is inferred. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-2 · Own prompt
Name or show a motion clue and a shape clue from the source. You may take one at a time.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Distinguishes nearer movement/resting place from becoming/resting flatter; both selected distinctions may use speech, pictures, sign or AAC. **Source-supported worked possibility:** Nearer the stage mark is the motion clue. Flatter than the first V is the shape clue. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A two-clue toy-shop tab:** Original unrelated fiction. A folded paper tab begins at a drawn shelf. A helper presses toward a drawn till; it shifts nearer and becomes flatter, then rests nearer/flatter. No next attempt. **Own next invitation:** Choose one motion clue and one shape clue. **Full next teaching sequence:** Use two large blank areas for where and shape. Let the learner place or dictate one clue at a time. Ask which supplied words support each and keep exact distance absent. **Observe and decide:** Nearer relates to position/motion; flatter relates to shape, with both resting clues recognised. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-3 · Own prompt
Who carried out the contact? What could this source discussion show about your own learning, and what could it not show about your own actions?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Identifies the helper actor and separates a child’s communicated interpretation from unperformed child practical operation/observation. Neutral access support is recorded. **Source-supported worked possibility:** A helper presses the cue. My explanation could show I understand the supplied motion and shape record; this story cannot show that I actually performed or perceived the contact. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A helper-operated paper map:** Original unrelated fiction. A helper gently pushes a broad map marker toward a drawn meeting place. The learner-character hears an adult’s description later; the source does not say they watched or handled it. It rests nearer. **Own next invitation:** Who did, who heard, and what could a source explanation show? **Full next teaching sequence:** Read actors literally. Ask for a helper/learner-character distinction. Invite an explanation of the supplied motion and keep an actual handling/observation claim separate in a teacher record. **Observe and decide:** Interpretation is possible, but neither learner operation nor direct perception is manufactured from a later report. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-4 · Own prompt
Choose a wanted question about using this as a theatre cue. Tell which needed result is still absent.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own purpose-related question leaves its genuinely absent later stability, use, different material or attempt result open; no new experiment action required. **Source-supported worked possibility:** “Would it remain flat long enough for my cue?” is a possibility; the later moment is absent. A wanted next action can be proposed separately, but is not required or already done. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A folded menu question:** Original unrelated fiction. A broad folded pretend menu rests as a low V after an adult presses and releases it. The wanted job is to show a picture; no diner reply or later shape is provided. **Own next invitation:** Choose a wanted question and identify the missing evidence. **Full next teaching sequence:** Show only the supplied resting moment. Invite a readability or later-shape question, not an answer. Leave a separate needed-result space empty and let the learner finish after one useful question. **Observe and decide:** Own question relates to showing the picture and the absent result remains unknown; no compulsory check action. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-later · A broad paper campsite sign
Complete held source: Original fiction. A broad paper pretend campsite sign has an existing fold and begins flat by a drawn path on a flat mat. A helper presses at the fold. During contact the sign bends into a low V and shifts slightly toward a drawn tent. After release it rests in the low V nearer the drawn tent. Exact force, path, later stability and a real camper’s reply are not recorded. No child operation is described; no real campsite visit occurred.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
B-later-1 · Own prompt
Show or tell the before, during-contact and after-release moments.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Keeps flat-by-path before, bent-and-nearer during, and low-V-nearer rest after release separate; no invented real camping or later return. **Source-supported worked possibility:** It begins flat by the drawn path; it bends and shifts toward the tent during contact; after release it rests as a low V nearer the drawn tent. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A paper garden-marker sequence:** Original unrelated fiction. A broad paper marker begins as a low V by a drawn bed. A helper presses at the fold, flattening it during contact. It rests flatter after release. No real plant care or next moment is recorded. **Own next invitation:** Show before, during and after. **Full next teaching sequence:** Draw three empty panels with time words only. Read the whole source. Ask the learner to choose or make each shape without adding plant growth, spring-back or a real garden visit. **Observe and decide:** Three shapes are ordered according to supplied moments, with later behaviour left open. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-later-2 · Own prompt
Name or show one motion clue and one shape clue. You may do them separately.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Relates nearer-to-tent movement/rest to motion and flat-to-low-V to shape; both distinctions are supported by the supplied record. **Source-supported worked possibility:** It shifts nearer the drawn tent; it changes from flat to a low V and rests bent. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A tab for a pretend bus board:** Original unrelated fiction. A folded paper tab starts beside a drawn bus stop. A helper presses its edge toward a drawn timetable: it moves nearer and bends, then rests nearer/bent. Exact path and force absent. **Own next invitation:** Tell a motion clue and a shape clue separately. **Full next teaching sequence:** Let the learner start with whichever clue they prefer. Offer usual AAC or a neutral sketch. Revisit the full source before asking which clue concerns position and which shape. **Observe and decide:** Both supported distinctions are communicated without compulsory vocabulary, physical operation or exact measurement. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-later-3 · Own prompt
Who made the contact? What could your explanation show, and what actual child action or observation is not supplied?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Helper actor retained; source interpretation separated from unperformed/unperceived child procedure or primary observation. **Source-supported worked possibility:** The helper presses at the fold. My explanation is source reasoning; the fiction does not establish my own handling or actual observation. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Hearing a paper-cue report:** Original unrelated fiction. A helper folds and presses a broad paper cue on a mat. A child-character receives a spoken report afterward, not a viewing opportunity. The report says low-V rest; no child handling is described. **Own next invitation:** Which evidence belongs to the helper and which to the child-character? **Full next teaching sequence:** Read the report and timing literally. Offer named actor cards without placing them. Invite the learner to separate interpreting a report from actually seeing or doing, and record any access help. **Observe and decide:** The learner does not convert reported result into child-character observation or child operation. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-later-4 · Own prompt
Choose a question about this sign’s wanted job. Which result must remain open?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own purpose-related question and genuinely absent use, later stability, different setup or reader reply remain open; no own check action is mandatory. **Source-supported worked possibility:** “Could a reader see my message there?” leaves a reader’s reply open. “Would it stay as a V later?” leaves the later resting shape open. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A low sign for a pretend library:** Original unrelated fiction. A broad sign begins flat, bends during a helper’s press and rests low-V after release. Its wanted job is to mark a reading corner. Later readability and stability are absent. **Own next invitation:** Ask a wanted job question and leave its result open. **Full next teaching sequence:** Read the wanted job and one supplied resting moment. Invite one question without suggesting an answer. Offer finish, private sketch or a proposed later check, keeping the check optional. **Observe and decide:** Question connects to a marker’s useful job and a genuine missing reply or later shape; action is not required. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first · Four paper harbour trials
Complete held source: Original fiction. The wanted paper game job is to rest wholly inside a broad drawn harbour. One helper uses the same broad paper boat picture, flat mat, start and harbour direction for four resets. Equal drawn spaces mark resting distance from the start. Two pushes labelled gentler rest one then two spaces away. Two pushes labelled firmer but still gentle rest two then three spaces away. Actual force, full path and a next attempt were not measured or supplied. The harbour boundary is not marked in these distance records.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
C-first-1 · Own prompt
Describe the four supplied resting distances, including any shared result.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Reports gentler one/two, firmer two/three and shared two; does not discard overlap, invent averages/units or place the unmarked harbour boundary. **Source-supported worked possibility:** Gentler-labelled records are one and two spaces; firmer-labelled records are two and three. Both include two spaces. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Four paper-post attempts:** Original unrelated fiction. Same broad postcard/start/mat/helper/direction, four resets. Gentler-labelled pushes rest two then three equal drawn spaces away; firmer-labelled pushes rest three then four. Force unmeasured. **Own next invitation:** Describe both pairs and a shared result. **Full next teaching sequence:** Read each pair in a separate turn. Ask the learner to mark the four rests in empty rows. Compare shared three and preserve each pair rather than replacing variation with a single model number. **Observe and decide:** Both complete pairs and shared three are retained; no physical units or average invented. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-2 · Own prompt
If the question is about changing push strength, name two intended matches and the intended difference.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Connects strength question to same piece/start/mat/direction/helper and gentler/firmer intention; labels are not force measurements. **Source-supported worked possibility:** Same piece and start are intended matches. The intended difference is push strength described by labels; it was not measured. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A question about material for a paper badge:** Original unrelated fiction. Broad paper and cloth badge pictures have the same outline, mat, flat start and chosen lifted edge with one helper. Material differs; force is unmeasured. Each is lifted once; no result supplied. **Own next invitation:** Which two things would be useful matches for a material question? **Full next teaching sequence:** State the question before offering details. Invite the learner to name matches and the intended material difference. Ask whether a planned similar height is an actual measured guarantee; leave all results empty. **Observe and decide:** Matches are related to the material question while paper/cloth stays the intended difference, not an automatic fault. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-3 · Own prompt
Can these records prove every firmer push travels farther or tell which trial fits the harbour? Explain a limit.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Rejects universal ranking with overlap/limited resets/unmeasured force and preserves absent harbour boundary; a genuine relevant limit suffices, no fabricated fit. **Source-supported worked possibility:** Two-space rest occurs under both labels. Four resting records with unmeasured force do not settle every next result; without the boundary they cannot show wholly inside. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A missing target on a music-game record:** Original unrelated fiction. A same-start paper cue rests one then two equal spaces under gentler labels and two then three under firmer labels. Force is unmeasured. The wanted stop-place boundary is absent. **Own next invitation:** What cannot be settled from these records? **Full next teaching sequence:** Read the four distances without drawing a goal boundary. Invite a useful unknown about fit or every next push. If the learner asks for the boundary, acknowledge that the source does not contain it rather than adding it. **Observe and decide:** Missing boundary and/or overlap/limited force labels prevents a fabricated fit or universal farther rule. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-4 · Own prompt
What next question would be useful for the harbour job? Say what you would need to know rather than filling it in.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own relevant question points to needed boundary/rest fit, actual force/matches or a future attempt; no future result or performed action is invented. **Source-supported worked possibility:** “Where is the harbour boundary compared with these rests?” asks for absent fit information. A later matched attempt can be proposed; its result stays open. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A paper boat landing question:** Original unrelated fiction. A broad boat picture has one gentle pull ending near a drawn landing place. The wanted rule has not said whether near is enough. No next attempt or exact force. **Own next invitation:** Ask for information that would help the landing job. **Full next teaching sequence:** Offer the complete story with its incomplete rule. Let the learner choose a needed word or future result. Record their question exactly and demonstrate keeping the absent answer open with a blank space. **Observe and decide:** Purpose-linked question asks for missing rule/fit information without promising success or claiming a performed new test. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-later · Two paper market gates
Complete held source: Original fiction. The question is about changing the gate material for a low paper-game entrance. A paper rectangle and a familiar cloth rectangle have the same broad outline. One helper begins each flat at the same start on the same mat, lifts the same chosen edge to an intended similar low height once, then releases. The paper rests with a higher bend; the cloth rests with a lower bend. Actual force and exact bend heights were not measured. A second attempt, different operator and whether a player can use the entrance are not recorded.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
C-later-1 · Own prompt
Describe each supplied resting shape. Which measurements are not supplied?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Reports higher bend for paper and lower bend for cloth; does not invent numeric heights or treat material labels as measured force. **Source-supported worked possibility:** The paper rests with a higher bend and the cloth with a lower bend. Exact heights and forces are not supplied. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Two fabric-and-paper pretend flags:** Original unrelated fiction. Same broad outline, mat, flat start and chosen edge, one helper lifts paper once and cloth once. Paper rests low-V; cloth rests in a low bend. Force, angle and height unmeasured. **Own next invitation:** Tell the two supplied shapes and an absent measurement. **Full next teaching sequence:** Read both records neutrally. Offer two large empty drawing panels. Ask what can be represented without numbers and what the source has not measured; do not imply real outdoor flag behaviour. **Observe and decide:** Paper low-V and cloth low bend retained, numerical shape/force details absent. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-later-2 · Own prompt
For this material question, name two intended matches and the intended difference.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Links same outline/start/mat/edge/helper/intended lift height to the material question; paper/cloth is the intended difference, not automatically an error. **Source-supported worked possibility:** Same outline and chosen edge are intended matches. Material changes from paper to cloth; other listed matches may also be named. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Choose matches for a strength question:** Original unrelated fiction. A maker plans the same broad card/start/mat/direction/helper, changing intended gentler/firmer push. No trial or measured force exists. The job is a short paper delivery game. **Own next invitation:** For this strength question, name useful matches and the intended difference. **Full next teaching sequence:** Read plan status before details. Invite two matches in any communication. Ask why changing action is intended here while results remain absent; distinguish this plan from a different material question. **Observe and decide:** Same setup details relate to strength question and intended push labels are not measurements or performed actions. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-later-3 · Own prompt
Does this pair settle every material, every force or whether a player can use the entrance? Tell a limit.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** One each, unmeasured force/heights, absent player reply or other material results limits the claim; no universal conclusion or supplied usability. **Source-supported worked possibility:** One result for each with unmeasured force does not settle every material. The source supplies no player’s use or reply. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Only one paper-gate pair:** Original unrelated fiction. A paper gate and cloth gate with the same broad outline are lifted once each on a mat. Their resting bends differ. Force and exact heights are unmeasured; no player has used them. **Own next invitation:** What does this pair leave open? **Full next teaching sequence:** Read the one-each limit and lack of player use. Invite one absent outcome or universal-claim limit. Let the learner keep a bounded comparison without demanding a false conclusion that nothing can be said. **Observe and decide:** Difference in these resting bends can be described; every force/material, later attempt and player experience remain open. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-later-4 · Own prompt
Ask a wanted question for this entrance and name a result or match you would need.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own question relates to the entrance job or material comparison and leaves missing trial/match/reader result open; no compulsory experiment. **Source-supported worked possibility:** “Would the cloth gate leave enough space for this player’s paper piece?” needs that actual setup/result. It has not been supplied. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A paper entrance designed for one piece:** Original unrelated fiction. A maker wants a low folded entrance for a broad paper parcel. They have sketched a V and a parcel picture but no fit trial, force record or player reply. **Own next invitation:** Which needed result could you ask about? **Full next teaching sequence:** Show the wanted parcel/entrance job as a plan. Invite a question about space, use or an actual later trial. Record it with the after result still empty; choose private finish if preferred. **Observe and decide:** Question is related to the job and its absent fit/use evidence rather than an invented finished trial. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-first · A paper train-station rule
Complete held source: Original fiction. A broad paper ticket rests touching a drawn station-goal boundary and is not wholly inside it. The written rule says “reach the station” and does not say whether boundary touching counts. A child-character dictates, “Could we say whether touching counts before the next turn?” A helper writes these exact words. No next turn or other player’s reply is supplied.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
D-first-1 · Own prompt
Can “touches the boundary” and “not wholly inside” both describe this ticket? Explain using the source.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Both supplied descriptions can coexist; absent rule does not make an observation false or establish a score/winner. **Source-supported worked possibility:** Yes. A ticket can touch the boundary while part remains outside. Whether it counts is a missing rule question. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A boundary at a pretend café:** Original unrelated fiction. A broad paper menu rests partly over a drawn reading-place line and touches the line. The rule says arrive at the reading place without defining inside/touching. No score. **Own next invitation:** Can touching and partly outside both fit? What rule word is missing? **Full next teaching sequence:** Read the two location descriptions separately. Use a broad drawing without a score mark. Invite the learner to relate both and ask about the rule; do not favour touching or inside as a universal preference. **Observe and decide:** Descriptions coexist; absent boundary rule is distinguished from wrong observed location. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-first-2 · Own prompt
What has the child-character communicated, and what did the helper do?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Retains child-character question and helper exact recording; not an actual trial, player reply or the respondent’s observed performance. **Source-supported worked possibility:** The child-character asked about deciding boundary touching before the next turn. The helper wrote the same words; no next turn is supplied. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A dictated request for a helper:** Original unrelated fiction. A child-character asks “Could you read this picture rule aloud?” A helper writes those exact words. No reading, answer or game trial has yet happened. **Own next invitation:** What has each person done, and what remains unperformed? **Full next teaching sequence:** Read the exact request once neutrally. Let the learner identify child-character ownership and helper recording. Distinguish asking, writing and actually reading rather than treating a request as completed help. **Observe and decide:** Request belongs to child-character; helper has recorded it only; reading/reply/game use absent. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-first-3 · Own prompt
Give your own short useful message or question for a possible player. Leave their choice or reply open.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Communicates source-relevant boundary-rule uncertainty with a plausible own message/question; no imagined reply, compulsory peer, writing or correct universal rule. **Source-supported worked possibility:** “Do you want touching to count in this game?” is useful. “The rule does not say yet; shall we decide?” is another. The player’s own answer is absent. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A player chooses whether to join:** Original unrelated fiction. A maker has a paper parking-game sketch and asks a fictional player whether they want to try, change or leave it. No reply or trial is provided. **Own next invitation:** Give your own kind useful invitation without filling their answer. **Full next teaching sequence:** Offer a private spoken/sign/AAC invitation or large picture choice. Let the learner choose wording rather than use a supplied reply. Explicitly leave a player-answer space blank, with no diagnosis or preference assumption. **Observe and decide:** Own invitation supports choice and preserves absent reply; participation and public speaking are not required. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-first-4 · Own prompt
Name one supplied fact and one unsupplied next result or reply.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Distinguishes supplied ticket rest/question/recording from absent next turn/player reply/score; cannot add a score or future success. **Source-supported worked possibility:** The ticket touches the boundary and is not wholly inside. A later turn’s rest or a player’s reply is not supplied. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A plan beside a real record:** Original unrelated fiction. A paper cue notebook supplies one helper pull with nearer rest, plus an unperformed second-push plan. Force, next rest and a reader reply are absent. **Own next invitation:** Name a recorded event and a still-open result. **Full next teaching sequence:** Read the event and plan with their status words. Offer two empty headings record and proposed. Invite one supported distinction and repeat source neutrally if wanted; no after answer is supplied for the plan. **Observe and decide:** Actual helper pull/nearer rest remains distinct from absent second-push outcome and reader experience. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-later · A paper art-gallery invitation
Complete held source: Original fiction. A maker has drawn a broad paper slider starting at a house and a rule: “one gentle pull toward the display star; pause”. No player has tried it. A child-character dictates, “Would you want to try this, change one part or leave it?” A helper records those exact words. A picture of a possible resting place is labelled “my idea, not a result”. No action, actual resting position, reply or preference is supplied.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
D-later-1 · Own prompt
What is the difference between the labelled resting-place idea and an actual result here?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Recognises intended/invented picture as idea and no actual attempt/rest record; does not award a source experiment or presume future success. **Source-supported worked possibility:** The picture is a possible idea. No pull has happened in the source, so it is not a measured or observed result. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A comic’s intended arrow:** Original unrelated fiction. A broad paper comic shows a card at a drawn house with an arrow toward a star labelled “what I might try”. No movement, full path or resting result is recorded. **Own next invitation:** Explain why this arrow is a plan rather than an observation. **Full next teaching sequence:** Read the explicit label. Invite a spoken or drawn explanation of intent. Offer an empty after panel instead of drawing a model destination, and let the learner retain a wanted prediction privately. **Observe and decide:** Arrow represents intended direction; actual path/rest/result not recovered from it. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-later-2 · Own prompt
What did the child-character communicate, and what did the helper do?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Keeps try/change/leave invitation child-character-owned and helper exact recording, with no supplied reply or action. **Source-supported worked possibility:** The child-character asked if the player wanted to try, change or leave the idea; the helper recorded those words. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A spoken museum invitation:** Original unrelated fiction. A child-character says “Would a spoken rule or a picture rule help you?” A helper records the exact question. No listener reply or selected format is supplied. **Own next invitation:** What belongs to the child-character, and what has the helper done? **Full next teaching sequence:** Read ownership and no-reply literally. Ask the learner to distinguish asking from selecting for someone else. Record their usual communication with no preference assigned to a learning-style label. **Observe and decide:** Child-character owns the question; helper records; listener choice remains unsupplied. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-later-3 · Own prompt
Give your own useful message or question for a possible player, leaving room for their choice.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Own relevant message/question preserves the player’s choice and absent reply; no assumption about preferences, diagnosis or required participation. **Source-supported worked possibility:** “Would a picture rule help, or would you rather hear it?” is a possible question. “You can leave this game for now” is a possible message; the reply remains theirs. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A quiet paper stage-cue offer:** Original unrelated fiction. A maker proposes a paper stage-cue game without performing it. A fictional player’s preference is unknown; no audience or show is required. **Own next invitation:** Give a useful message or question that leaves room for a quiet finish. **Full next teaching sequence:** Offer a private card, usual AAC or dictation. Let the learner create one wanted invitation, with try/change/leave options if they choose. Do not require another child, public act or a guessed reply. **Observe and decide:** Relevant own message preserves choice, unsupplied preference and permission to leave, not an assumed universal format. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________D-later-4 · Own prompt
Name one supplied plan or communication and one genuinely absent result or reply.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Separates made rule/labelled idea/exact invitation from absent action/rest/player reply; no future result is filled. **Source-supported worked possibility:** The written pull rule is supplied. An actual resting position after a pull and a player’s own reply are absent. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A drawn map and a missing journey:** Original unrelated fiction. A paper map has a start, a wanted goal and a planned gentle push. The actual piece has not moved. A helper wrote the maker’s question exactly; no journey or response. **Own next invitation:** Name a supplied plan or communication and a genuinely absent outcome. **Full next teaching sequence:** Read plan and recording status. Invite the learner to pick one supplied feature and one missing motion/reply. Keep both in separate words or pictures, with any adult scribe named. **Observe and decide:** Planned start/goal or recorded question is supplied; actual motion/rest/reply remains absent, without credit for unperformed action. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________Keeping evidence useful
A teacher’s small observation log can contain chosen component/source/version, actual date, exact response and route, neutral help/content cues, supplied relation shown, genuinely missing relation, next account actually used and actual response after teaching. Do not collapse fiction discussion, a plan, an adult-operated trial, a child-directed adult action actually perceived, and a child’s own practical action into one field. Relevant actual safety/procedure and observation opportunities are offered in ordinary lessons; none is granted retrospectively by this source pack. Retain first words before feedback. A later source is another evidence opportunity, not proof of improvement caused by the resource. School assessment plans and the complete Year1 standard/folio govern on-balance judgement; this partial fortnight is not an official achievement band or complete curriculum.