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Day55 · A rule can help a player

Useful job: Make one source-supported movement rule and keep a separate question about how the game is experienced.

Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I01 / AC9S1I06. Complete ordinary sources: C09/C10; 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. Ask what a player would need to understand: where a piece starts, which action is allowed, what resting place matters, or when to pause. The child may choose one rule rather than a whole game.

2. Read C09’s complete board record, action and stopping rule. Ask what happened in that supplied try. Turn-taking fairness and an experiment’s fair comparison are different questions.

3. Model C10’s actually written invitation and missing player response: making a rule is an action in the fiction, but its usefulness for a new reader has not been tested.

4. Choose a rule repair, a role-play or a tiny private rule card. Use a different ordinary source for teaching; held sources and staff models stay separate.

5. Invite a useful rule and an honest next question. If an actual willing player tries to understand it, record their actual response/support. If none joins, leave the response unknown rather than invent praise.

6. Check the source-action-purpose link and the kept unknown. A child can keep a rule, change it, ask, or finish. If explanation turns into a guaranteed score or universal access claim, return to what the record actually supplies.

Three engagement choices

Route55.1 · Repair the rule. Read C09 and the new wrong rule “Every push earns a point, whatever happens.” Child repairs it to the stated resting-area purpose or proposes another clearly labelled rule. A new rule is not a source fact.

Route55.2 · Imaginary player desk. Read C10. Child takes an imaginary help-desk turn and answers a question about the written rule with the source. Adult gives only supplied information; reader understanding stays unknown.

Route55.3 · One-rule maker. Child chooses one own or fictional game purpose and communicates one rule with a drawing, sign, AAC, dictated words or spoken message. A private rule is a complete product; no shared document or public audience is required.

Small check: Gives a force/motion-related rule supported by a chosen purpose and separates made/planned/tried and missing reader evidence.

Targeted next teaching: Use unrelated C18’s untried fold-game plan for status, or C10’s missing reply to avoid treating a finished caption as tested understanding.

Finish invitation: “Would you keep this, change something, ask a question, or finish?”