provenance/accepted-proposal/SUPPLEMENTARY | Year 2 Science · T1 W9–10

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Home

Part 1

Day

Do

Follow the specific job in the complete named H01 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H01

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Child selects this offer, a quiet supplied-note version, a drawing/dictation/AAC version or pass. Use the matching full ordinary context only if reading is wanted; hold assessment sources remain separately teacher offered.

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH01: choose a pretend story scene with your child; point, sign, draw or say what a cue should do. If nobody wants sound, use a card. Ask “What did we actually try?” Do not buy supplies or ask a sibling to perform. Bring back one optional job/action drawing, no audio or private name.

Part 2

Day

Do

Follow the specific job in the complete named H02 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H02

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH02: make a two-action mime menu for a pretend repair shop. A trusted adult can choose quiet mime for both. If a gentle sound is tried with permission, write the real report beside its action; do not assume louder. Ten minutes is optional.

Part 3

Day

Do

Follow the specific job in the complete named H03 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H03

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH03: let your child invent two labels for a pretend creature sound, or keep it totally silent using suppliedC05 notes. Ask which word answers pitch and which answers loudness. Do not test voices or turn volume up.

Part 4

Day

Do

Follow the specific job in the complete named H04 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H04

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH04: create four paper positions for a pretend wobbly flag. Move them manually with your child; label MODEL. Ask what a drawing cannot tell us about a real sound. No device, speaker or night activity is required.

Part 5

Day

Do

Follow the specific job in the complete named H05 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H05

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH05: organise three everyday story cards into source/action/note rows. One card deliberately has “not recorded”. Your child can use drawings and move counters. Ask what the counters count; no survey of neighbours is needed.

Part 6

Day

Do

Follow the specific job in the complete named H06 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H06

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH06: compare two pretend dinner-service plans on paper. Which keeps object and helper spot similar? Let your child circle a still-unmeasured factor. Actual sound is optional and must be gentle, wanted and approved; a plan alone is useful.

Part 7

Day

Do

Follow the specific job in the complete named H07 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H07

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH07: ask if your child wants a printed/picture cue for a pretend game. No one has to hear or perform a noise. Design a choice menu together; share preferences only if they want. Never record a voice for this task.

Part 8

Day

Do

Follow the specific job in the complete named H08 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H08

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH08: on paper, plan whether a pretend cushion might change a puppet prop report. Ask what to keep similar and what a real report would need. No wrapping devices, ear tests or sound demand. Bring back the question if desired.

Part 9

Day

Do

Follow the specific job in the complete named H09 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H09

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH09: let your child show one guide in their chosen mode. Ask “Which clue helped your choice?” and “What is still to try?” Five minutes and one part are enough. Give optional feedback without changing their words.

Part 10

Day

Do

Follow the specific job in the complete named H10 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H10

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

HomeH10: celebrate a chosen clue, not a score. Child can keep guide private or show it. Ask which part helped and which question remains. Bring an optional drawing or dictated sentence; no comparison with other children.

Projects

Part 1

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X01 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X01

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX01: make two pockets labelled “wanted job” and “what we know”. Place one original job picture and one observation/supplied-note card in separate pockets. A reader chooses a quiet path. Publish only with permission; keep the untried outcome open.

Part 2

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X02 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X02

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX02: publish a fold-out action menu for an imaginary film prop. Include source/action/report columns and a clearly empty next-row box. Invite a helper to choose rather than follow all actions; keep a paper copy.

Part 3

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X03 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X03

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX03: create a two-column word passport for an imaginary game. Pitch and Loudness each have a source-labelled example and an empty own-example box. Add “not sure” as a useful option, not a failure.

Part 4

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X04 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X04

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX04: make an original four-frame movement flipbook with a clear model caption and separate blank real-observation page. A helper checks labels, not sound performance. Share only the model if the child wants.

Part 5

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X05 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X05

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX05: make an evidence mini-museum with three labelled report rows and a question pocket for missing information. A visitor tries to find a full source for one row. Keep all notes visibly supplied or actual.

Part 6

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X06 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X06

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX06: make a test-plan folder with question, prediction, chosen change, similarities, record and remaining question. Leave actual result empty until performed. Invite a reader to find one improvement rather than grade the child.

Part 7

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X07 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X07

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX07: design a two-route scene-start kit: own picture/text choice plus optionally approved gentle source/action plan. Add a feedback invitation with empty answers. Test whether cards are readable/locatable, keeping sound and user success unclaimed.

Part 8

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X08 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X08

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX08: create an open-question test board with clearly separated Before prediction, Procedure, Results still open and Next question. A partner reviews the plan and leaves their own feedback blank until offered.

Part 9

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X09 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X09

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX09: assemble a pocket guide with own/supplied evidence clearly named, two genuine job choices and an unresolved question. Add feedback slots for later reader use; submit a copy for teacher review only with consent.

Part 10

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X10 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X10

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

ProjectX10: make a portable folio envelope containing own guide, evidence-kind legend, one original model page and next inquiry plan. Teacher reviews what was actually observed versus supplied. Choose a later block for missing sound/receiver/material/sky opportunities.

Read aloud

Part 1

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Day

Delivery

Id

R10

Whole original script

R10: “Look at one thing you changed. Why is it useful? You can keep it, try a new idea or stop here. A question can be part of a finished guide. Tell the reader which clue is yours and which came from a source. We have more science to explore another day. Choose what you want to share.”

Worksheets

Part 1

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Id

W01

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W01 Sound job card: empty Job, Source object, Action, What was actually observed or supplied, Evidence kind and Still to try spaces. Labels only, no sample responses; two blank object boxes allow drawing/AAC.

Part 2

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Id

W03

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W03 Word passport: empty Reporter/source, Exact words, Pitch comparison if known, Loudness comparison if known, Unknown/question and My different example boxes; same-source words stay together.

Part 4

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W04 Three evidence lanes: empty Actual event, Supplied model, Referenced general fact, plus source/action/receiver/not tested/question. Four blank storyboard frames carry no preset motion arrows.

Part 5

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W05 Record table: four wholly empty rows with Event/source, Action, Exact report or not recorded, Evidence kind; empty Sorting rule, Count means and New question. No preprinted checkmarks or results.

Part 6

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W07 Reports-and-choice: empty Reporter code, Exact report, Known circumstances, Unknown circumstances, Agreement/difference, Job choice and Feedback still to ask. No names/health fields.

Part 8

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Id

W08

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W08 Muffling inquiry: empty Purpose, Question, Prediction/experience, Safe procedure, Cover choice, Similarities, Uncovered note, Covered note, Evidence kind and Comparison/question; missing results stay empty.

Part 9

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Id

W10

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W10 Revision and next: empty Earlier product identity, Later product identity, Exact change, Why it helps, Evidence/opportunity/support, Still unknown, Next learning question and Optional sharing choice. No filled results/ratings.