Day53 · Further is not always more useful
Useful job: Choose an action for the game’s purpose using a small complete record.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C05/C06; 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 C05’s purpose and all four fictional resting records. The useful job is stopping inside a broad marked area, not travelling as far as possible.
2. Ask the child to make or direct a simple inside/outside grouping before showing a worked message. The adult can read all attempt labels; no number decoding is assessed.
3. Model C06 as a different purpose: a short movement can bring a paper stage cue to its wanted reading place in the story; no reader result is supplied. A useful finish depends on the stated job.
4. Offer a chooser, a spoken coach note, or an own-paper/source game rehearsal. Keep labels “intended gentler” and “intended firmer” separate from measured force; no force measurement is supplied.
5. Invite a bounded choice: keep one action, try a modest change later, or ask for more evidence. A successful shorter finish is welcome; an untried change stays untried.
6. Listen for a choice justified by the source purpose and recorded result. If every farther finish is called better, reread the parking area. These four attempts do not guarantee the next one; retain variation and missing results.
Three engagement choices
Route53.1 · Goal-zone chooser. Child uses C05’s four full records and selects which attempt description fits the wanted resting area. Explain one placement rather than fill every box. Sorting may be spoken, pointed or child-directed.
Route53.2 · Quiet coach note. Using C06, child gives an imaginary player one useful short message about the movement and purpose. No race, public voice or real player response is required.
Route53.3 · Keep or change. Choose a genuinely available own paper-game record or C05. Child states a reason to keep an action or suggests one later change. If no own trial was performed, keep the source label and do not turn the choice into evidence of actual play.
Small check: Relates the selected outcome to a stated purpose, preserving the scope of the few attempts rather than ranking force or people.
Targeted next teaching: Use different C06’s reading-place goal if farther is treated as always better; use C19’s explicitly limited pair when a useful choice becomes a guarantee.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”