Day52 · Two ways to arrive
Useful job: Give a player an action instruction that keeps direction and contact clear.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I03 / AC9S1I06. Complete ordinary sources: C03/C04; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C03’s two complete actions. Ask the child what each contacting hand does; do not ask them to infer action from the shared finish.
2. Offer one stable drawing reference: toward the star or toward the square. Point to the source’s contacting edge. Turning the paper does not silently change these named landmarks.
3. Model C04’s changed direction with a finger on the drawing only: a slow card was already moving, then a different contact changed its direction in the fiction. The drawn arrow is labelled action or travel, not measured force.
4. Choose a source-role conversation, an instruction repair, or an appropriate small actual/director move. For real movement agree a gentle short action first, preserve prediction, and record any difference between instruction and operation.
5. Invite a short instruction for the chosen game. Read back dictated words. Ask a willing listener what they understood only if one actually takes part; otherwise label the listener imaginary.
6. Check the action/contact/direction relation. If “bring it here” leaves contact unknown, add which edge and which action. Keep an unsupplied full path unknown. Stop rather than make a stronger or quicker move.
Three engagement choices
Route52.1 · Contact-side storyteller. Using C03, child points/directs the imagined hand at each side and describes push or pull. Both can bring the piece nearer the star; there is no requirement to make the child physically reach either edge.
Route52.2 · Fix the instruction. Read C04 and the new incomplete instruction “Make it go that way.” Child adds a named landmark and source-supported contact action. A helper may scribe exactly; the source’s actual change is not a child demonstration.
Route52.3 · One tiny directed move. After local review, child chooses a near paper landmark and owns a prediction, then performs or directs one gentle move. Record operator and actual start/end. Compare the actual move with the wanted instruction without judging motor precision.
Small check: Names the supplied action and relevant direction using a clear reference; shared finish does not automatically mean same force type.
Targeted next teaching: Use C03’s two contacts for destination/action confusion, or C11’s fixed star/square labels when a rotated viewpoint changes left/right wording.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”