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The paint-box helper · staffYear 3 English · T1 W9–10 · Teacher · Teacher / Cases / A first

• Complete matching neutral source
• Child · four blank own fields
• Matching four-question case paper
• V13 · source scene and four blank areas · Complete terms
• V13 · complete text alternative
• Ordinary eight-field Reporter Desk paper
• N01 · full follow-on lesson for Q1
• N02 · full follow-on lesson for Q2
• N03 · full follow-on lesson for Q3
• N04 · full follow-on lesson for Q4

The paint-box helper · staff case

Eligibility and exposure

Show the complete matched source only when beginning this case. If the child has already seen its staff worked answers, practised it, or received answer-level help, record that exposure and use it as supported/formative teaching rather than an independent first response. Later is a new source, not an automatic progress test.

Help and actual evidence

Adult reading of the full source, usual communication, larger print, breaks, pointing and exact dictation are allowed; record which. Do not supply a component’s worked answer or criterion before a genuine first response. Reading aloud means this case cannot by itself demonstrate independent decoding; adult pen work cannot demonstrate handwriting.

Complete neutral source

This is a complete fictional source for a small helper job. A pretend art table has a shallow blue tray and a tall cardboard box. A new helper needs to carry paper picture cards to the story mat. The supplied helper answer says, ‘I choose the shallow blue tray because I can see the cards.’ This answer was supplied for the task; no real person was interviewed. Yesterday, Lee wrote the answer on a card. Tomorrow, Lee plans to add a tray label. The label has not been made. A drawing description shows a tray with visible paper cards and a separate blank label card. Nothing in the source says which container is strongest or waterproof. A question should help this helper decide about the card-carrying job. A message can report the supplied answer and separately offer a new idea.

A-first-Q1

Invitation

Write or say one question that helps this helper choose a container for the paper cards.

Component criterion

A question names a usable focus or choice connected to carrying these cards; a broad unrelated question is not enough.

Staff example after an attempt

‘Would the shallow tray or the tall box help you carry the paper cards?’ names the actual choice and the helper’s job.

Judgement limit

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

Next teaching

N01 · AC9E3LY01, AC9E3LY02

A-first-Q2

Invitation

Report the helper’s supplied choice and reason in one or two sentences.

Component criterion

Report keeps the shallow blue tray and seeing the cards as the supplied reason, without inventing a property.

Staff example after an attempt

‘The helper chose the shallow blue tray because they can see the cards.’ keeps both stated parts. It does not claim the tray is strongest.

Judgement limit

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

Next teaching

N02 · AC9E3LY05, AC9E3LY06

A-first-Q3

Invitation

Explain whether Lee has already made the tray label. Point to the words that help.

Component criterion

Recognises the label as an uncompleted future plan and uses ‘Tomorrow’, ‘plans’ or ‘has not been made’ for support.

Staff example after an attempt

The label has not been made. ‘Tomorrow, Lee plans’ describes a future intention, not a completed job.

Judgement limit

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

Next teaching

N03 · AC9E3LA08, AC9E3LY05

A-first-Q4

Invitation

Add one new suggestion and show with words that it is your suggestion, not the helper’s answer.

Component criterion

Uses a signalled new proposal consistent with the job; does not attribute it to the helper.

Staff example after an attempt

‘I suggest trying a large label.’ is a new idea. The helper’s supplied answer only chose the tray and gave the seeing reason.

Judgement limit

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

Next teaching

N04 · AC9E3LA02, AC9E3LY06