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 complete fictional editing source states the intended meanings before the child edits. One maker named Ana owns a paper kite. The draft label says ‘Anas kite’. A second draft sentence says ‘I do not want the star moved’; the writer wants the shorter contraction of ‘do not’. A group note says ‘The maker like the blue star’; its intended meaning concerns one maker’s present preference. Two further sentences report different jobs: ‘The paper has a tear near the corner’ and ‘Ana likes the blue star decoration’. A reader needs a short repair-and-decoration report. There is no real flying-kite or repair-tool instruction. The child may use the complete source while editing and can explain meaning through usual communication. A supplied final model is kept on the staff side, not inside the neutral source.
D-first-Q1
Invitation
Edit ‘Anas kite’ so the phrase shows the stated one-owner meaning; explain the mark’s job.
Component criterion
Uses ‘Ana’s kite’ and relates its apostrophe to Ana as one owner.
Staff example after an attempt
‘Ana’s kite’ shows one owner. This apostrophe is possession, not a contraction of missing words.
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
N13 · AC9E3LA11
D-first-Q2
Invitation
Write the shorter contraction of ‘do not’ in the draft sentence and explain its apostrophe.
Component criterion
Uses ‘don’t’ in the sentence and identifies missing letters from ‘do not’.
Staff example after an attempt
‘I don’t want the star moved.’ The apostrophe marks omitted letters; the meaning stays ‘do not’.
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
N14 · AC9E3LA11
D-first-Q3
Invitation
Edit ‘The maker like the blue star’ for the one maker’s present preference.
Component criterion
Changes to ‘The maker likes the blue star’ while preserving the supplied present meaning.
Staff example after an attempt
The single subject ‘maker’ agrees with ‘likes’. This is a present preference, not a new past event.
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
N15 · AC9E3LA06, AC9E3LA08
D-first-Q4
Invitation
Put the tear and decoration information into two related groups with useful labels.
Component criterion
Groups repair/tear separately from decoration preference; labels make those jobs clear.
Staff example after an attempt
A ‘Repair’ group can contain the tear sentence. A ‘Decoration choice’ group can contain Ana’s star preference. A paragraph may be short.
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
N16 · AC9E3LA04, AC9E3LA05, AC9E3LY06