# One maker’s kite note · 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 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