# Supplementary · complete original material ## Home ### Part 1 #### Day 41 #### 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 42 #### 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 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 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 43 #### 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 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 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 44 #### 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 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 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 45 #### 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 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 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 46 #### 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 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 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 47 #### 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 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 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 48 #### 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 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 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 49 #### 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 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 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 50 #### 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 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 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 41 #### 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 42 #### 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 43 #### 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 44 #### 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 45 #### 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 46 #### 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 47 #### 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 48 #### 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 49 #### 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 50 #### 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 41 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R01 #### Whole original script R01: “Our tiny theatre is opening. Do we want a sound, a picture or both? You choose. Put the job on one card. Put what happened on another. A wish is a good start. A note is a clue. If we have not tried our scene, we can say that. One useful clue is enough to begin.” Pause after each question; child may point or pass. ### Part 2 #### 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 42 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R02 #### Whole original script R02: “Tap and rub are two actions. Can our note show which one happened? Put the action next to its clue. If a clue is missing, leave room for it. You can run a real gentle try, read a story note, or direct a silent mime. Tell your reader which you chose. Our menu is useful when it keeps the rows together.” ### Part 3 #### 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 43 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R03 #### Whole original script R03: “A high sound can be described as soft. High and loud do different jobs. Today we are word detectives. Which words came from the note? Which words are your own? You can point to a word or leave a question. Nobody has to prove what they can hear. Our guide helps a reader understand the report we actually have.” ### Part 4 #### 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 44 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R04 #### Whole original script R04: “This drawing is waiting. You choose when it moves. One frame, then another. What moved in our model? What did we really observe? A model can help us think, but it cannot listen for us. We can use a fact card and still leave our own result open. Let us tell the reader which kind of clue we used.” ### Part 5 #### 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 45 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R05 #### Whole original script R05: “A table can keep our clues together. Object, action, note. Check the full note before you move a card. An empty report is a gap, not proof of silence. Our counters count notes. They do not measure how loud a sound was. What should a reader ask about the gap?” ### Part 6 #### 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 46 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R06 #### Whole original script R06: “Our pretend shop wants a useful comparison. What are we changing? What should stay similar? A plan can help us, and it can still have a gap. Put your prediction before your result. Then check what the record really says. We can ask a new question when one thing is still unknown.” ### Part 7 #### 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 47 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R07 #### Whole original script R07: “Two people can give different reports. We can keep both. We do not have to pick a winner. What did each person say? What do we not know? Our little guide can offer a picture, a word, a sound or no cue. Ask the reader which they want. You can choose, too.” ### Part 8 #### 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 48 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R08 #### Whole original script R08: “Could a cover change a report? That is a question. We can predict and still say ‘not tried’. A missing result needs room, not a pretend answer. Choose a gentle real try or a quiet plan. If you stop, keep the plan. Our guide is useful when it tells the truth about what happened.” ### Part 9 #### 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 49 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### Id R09 #### Whole original script R09: “Make your guide useful for one little job. Give the reader a choice and a clue. Say where the clue came from. If something is still to try, leave a question. You can show one part, keep two versions, or use paper. The reader can tell you what was clear. Their feedback belongs to them.” ### Part 10 #### 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 50 #### Delivery Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print. #### 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 41 #### Fields ##### Part 1 ###### Initial value ###### Label Job ##### Part 2 ###### Initial value ###### Label Source object ##### Part 3 ###### Initial value ###### Label Action ##### Part 4 ###### Initial value ###### Label Observed or supplied note ##### Part 5 ###### Initial value ###### Label Evidence kind ##### Part 6 ###### Initial value ###### Label Still to try #### 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 42 #### Fields ##### Part 1 ###### Initial value ###### Label Object ##### Part 2 ###### Initial value ###### Label Action1 ##### Part 3 ###### Initial value ###### Label Note1 ##### Part 4 ###### Initial value ###### Label Action2 ##### Part 5 ###### Initial value ###### Label Note2 ##### Part 6 ###### Initial value ###### Label Kept similar ##### Part 7 ###### Initial value ###### Label Not measured ##### Part 8 ###### Initial value ###### Label Next question #### Id W02 #### 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 W02 Two-row action log: blank Object, Action1, Note1, Action2, Note2, Kept similar, Not measured and Next question; distinct row labels and same generous response area. ### Part 3 #### 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 43 #### Fields ##### Part 1 ###### Initial value ###### Label Reporter/source ##### Part 2 ###### Initial value ###### Label Exact words ##### Part 3 ###### Initial value ###### Label Pitch comparison if known ##### Part 4 ###### Initial value ###### Label Loudness comparison if known ##### Part 5 ###### Initial value ###### Label Unknown/question ##### Part 6 ###### Initial value ###### Label My different example #### 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 44 #### Fields ##### Part 1 ###### Initial value ###### Label Actual event ##### Part 2 ###### Initial value ###### Label Supplied model ##### Part 3 ###### Initial value ###### Label Referenced general fact ##### Part 4 ###### Initial value ###### Label Source/action ##### Part 5 ###### Initial value ###### Label Receiver ##### Part 6 ###### Initial value ###### Label Not tested ##### Part 7 ###### Initial value ###### Label Question #### Id W04 #### 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 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 45 #### Fields ##### Part 1 ###### Initial value ###### Label Event/source ##### Part 2 ###### Initial value ###### Label Action ##### Part 3 ###### Initial value ###### Label Exact report or not recorded ##### Part 4 ###### Initial value ###### Label Evidence kind ##### Part 5 ###### Initial value ###### Label Sorting rule ##### Part 6 ###### Initial value ###### Label Count means ##### Part 7 ###### Initial value ###### Label New question #### Id W05 #### 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 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 46 #### Fields ##### Part 1 ###### Initial value ###### Label Question ##### Part 2 ###### Initial value ###### Label Prediction/experience ##### Part 3 ###### Initial value ###### Label Changed factor ##### Part 4 ###### Initial value ###### Label Kept similar ##### Part 5 ###### Initial value ###### Label Safe stop/procedure ##### Part 6 ###### Initial value ###### Label Actual or supplied result ##### Part 7 ###### Initial value ###### Label Compared with prediction ##### Part 8 ###### Initial value ###### Label Remaining question #### Id W06 #### 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 W06 Plan-and-check: empty Question, Prediction/experience, Changed factor, Kept similar, Safe stop/procedure, Actual or supplied result, Compared with prediction and Remaining question. ### Part 7 #### 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 47 #### Fields ##### Part 1 ###### Initial value ###### Label Reporter code ##### Part 2 ###### Initial value ###### Label Exact report ##### Part 3 ###### Initial value ###### Label Known circumstances ##### Part 4 ###### Initial value ###### Label Unknown circumstances ##### Part 5 ###### Initial value ###### Label Agreement/difference ##### Part 6 ###### Initial value ###### Label Job choice ##### Part 7 ###### Initial value ###### Label Feedback still to ask #### Id W07 #### 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 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 48 #### Fields ##### Part 1 ###### Initial value ###### Label Purpose ##### Part 2 ###### Initial value ###### Label Question ##### Part 3 ###### Initial value ###### Label Prediction/experience ##### Part 4 ###### Initial value ###### Label Safe procedure ##### Part 5 ###### Initial value ###### Label Cover choice ##### Part 6 ###### Initial value ###### Label Similarities ##### Part 7 ###### Initial value ###### Label Uncovered note ##### Part 8 ###### Initial value ###### Label Covered note ##### Part 9 ###### Initial value ###### Label Evidence kind ##### Part 10 ###### Initial value ###### Label Comparison/question #### 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 49 #### Fields ##### Part 1 ###### Initial value ###### Label Intended reader/job ##### Part 2 ###### Initial value ###### Label Choice ##### Part 3 ###### Initial value ###### Label Source and exact clue ##### Part 4 ###### Initial value ###### Label What that clue supports ##### Part 5 ###### Initial value ###### Label Limit ##### Part 6 ###### Initial value ###### Label Next question ##### Part 7 ###### Initial value ###### Label Reader invitation ##### Part 8 ###### Initial value ###### Label Optional actual feedback #### Id W09 #### 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 W09 Useful guide: empty Intended reader/job, Choice, Source and exact clue, What that clue supports, Limit, Next question, Reader invitation and Optional actual feedback. No mandatory positive rating. ### Part 10 #### 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 50 #### Fields ##### Part 1 ###### Initial value ###### Label Earlier product identity ##### Part 2 ###### Initial value ###### Label Later product identity ##### Part 3 ###### Initial value ###### Label Exact change ##### Part 4 ###### Initial value ###### Label Why it helps ##### Part 5 ###### Initial value ###### Label Evidence/opportunity/support ##### Part 6 ###### Initial value ###### Label Still unknown ##### Part 7 ###### Initial value ###### Label Next learning question ##### Part 8 ###### Initial value ###### Label Optional sharing choice #### 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.