# The toy-stage report · 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 new complete fictional response, not the earlier tray situation. The pretend toy stage offers a folded backdrop and a flat drawing sheet. A visiting puppet-maker needs a scene that can stand while the puppet tells a story. The supplied response says, ‘I choose the folded backdrop because it stands on the table in this pretend setup.’ A label-making idea appears on a different card: ‘We could add the story title tomorrow.’ The title has not been added. The report draft reads ‘This one is good. Put it there.’ A supplied reader question asks, ‘Which one, and what does it help the puppet-maker do?’ The illustration description shows the folded backdrop upright in the fictional setup, with the flat sheet lying beside it. It is not evidence from a real stability test. A report can describe the supplied choice and its stated reason without inventing other properties.

## A-later-Q1

### Invitation

Ask one useful question that helps this puppet-maker choose for the stated scene job.

### Component criterion

Question relates the supplied backdrop/sheet choice to standing for the story job.

### Staff example after an attempt

‘Would the folded backdrop or the flat sheet suit your standing story scene?’ focuses on the actual reader and 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

N17 · AC9E3LY01, AC9E3LY02

## A-later-Q2

### Invitation

Replace ‘This one is good’ with a source-faithful report of the choice and reason.

### Component criterion

Names folded backdrop and its stated standing purpose, without unverified strength or safety claims.

### Staff example after an attempt

‘The puppet-maker chose the folded backdrop because it stands on the table in this pretend setup.’ is more specific than ‘good’.

### 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

N18 · AC9E3LY05, AC9E3LY06

## A-later-Q3

### Invitation

Explain whether the story title is already on the backdrop, using the source.

### Component criterion

Recognises the uncompleted tomorrow title proposal and supports the conclusion with the source.

### Staff example after an attempt

It is not added. ‘Could add tomorrow’ and ‘has not been added’ leave that future job open.

### 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

N19 · AC9E3LA08, AC9E3LY05

## A-later-Q4

### Invitation

Make one useful revision to ‘Put it there’ and explain how it answers the supplied reader’s question.

### Component criterion

Names the object/job/location as appropriate using supplied details and gives a reader-focused explanation; does not need a new label.

### Staff example after an attempt

‘Place the folded backdrop on the table for the puppet’s story’ names the object and place. That helps the reader understand ‘it’ and ‘there’.

### 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

N20 · AC9E3LY06, AC9E3LA10