Keep this separate from learner practice, the finder and Checks E/F. Exact read-aloud repeats, accessible labels and response routes can support access; a matching demonstration, leading point or adult-selected answer changes the evidence. Preserve first response, actual making versus plan, source, support and later self-revision separately. One check is a bounded teaching sample.
Check E · PAPERPLAY62
Item-indexed key entries are OVAL / FLAT CARD / MIDDLE; DIAMOND / LOOP CARD / RIGHT; RECTANGLE / FOLDED CARD / LEFT. If arranging positions left-to-right, the represented items are FOLDED CARD, FLAT CARD, LOOP CARD with symbols RECTANGLE, OVAL, DIAMOND. Accept exact relationships in any clear accessible layout; do not require one canonical visual arrangement.
Actual broad flat/loop/folded props enact the object form only when actually constructed. Labelled drawings represent picture form; symbols need the fresh matching key. Object/picture/symbol distinctions and retained identity/position are the target, not drawing precision, left/right reading speed or cutting skill. MY OWN NAME can be personal identifying data; MY OWN DRAWING can be owned created data. SUPPLIED MODEL KEY is not a child's creation merely because they read it. Accept the child's accurate contextual explanation; collect no values.
Check F · MAKERTABLE95
Earlier symbol/item/position entries: TRIANGLE / BROAD PAPER TUBE / LEFT; OVAL / BROAD PAPER FAN / MIDDLE; DIAMOND / BROAD PAPER ARCH / RIGHT.
Later entries: TRIANGLE / BROAD PAPER TUBE / NOT RECORDED; OVAL / BROAD PAPER FAN / RIGHT; DIAMOND / BROAD PAPER ARCH / MIDDLE. FAN and ARCH have known changed supplied locations. TUBE's later location is unknown in this record; its earlier LEFT must not be copied as a later checked entry. NOT RECORDED is not absence and not proof of movement. No reason for any change is supplied. A next step can request a checked current record or inspect an approved actual set through an attributed route; it remains planned until done.
MY OWN GUIDE KEY can be the child's created data if they actually made that key. SUPPLIED MODEL KEY remains supplied by another maker. Identifying values and child-created non-identifying data are different considerations. No publication/legal ownership decision follows from this category response.
Bounded criteria and next teaching
| Criterion / official description | Observable sample | Prompt/support record | Next move if not yet observable |
|---|---|---|---|
| Identity/form correspondence · AC9TDIFK02 | Child keeps each item's identity through actual object work, labelled pictures and documented symbols. | Record each form made/directed/described and exact first match; adult placement attributed. | Compare one familiar approved object beside its labelled picture, then a fresh agreed symbol. Rebuild a different two-entry guide. |
| Faithful supplied record · AC9TDIFK02 | Child retains source/time/positions and matching key across representations, including a marked unknown. | Record first entry, old-record copying, self-revision and prompts without assigning a speed score. | Use two labelled new practice snapshots; change one field and keep one incomplete. Ask which source supplies each claim. |
| Own-data recognition · AC9TDIFP01 | Child identifies some relevant personal/owned data, explaining their own creation versus a supplied model without values. | Record category and reason only; passing or context ambiguity remains noted. | Compare an actual child-created non-identifying mark with a labelled adult-supplied one. Invite ownership recognition privately. |
| Actual digital system · conditional AC9TDIFK01 | Child recognises/explores approved hardware/software for lookup purpose through an attributed access route. | Use device record: real device/page/action/output/purpose/support. Adult demo isn't independent operation. | Offer a short accessible actual lookup with a fresh source/item choice, or leave system evidence NOT OBSERVED. Paper remains useful for K02. |
Use observed in this sample, observed with specified support, not yet observable, or not offered/passed. Do not total these as a diagnostic label, grade, ability ranking or full-standard verdict. Keep personal educator records under school policy, outside public assets.
Whole-class planning after capture
If several children lose identity when the position changes, work on one familiar item across two new labelled records. If symbol meaning drifts, keep a readable local key beside the guide and let children compare before adding a second key. If a child already preserves all fields, invite an own useful collection and a real willing reader's question; increased detail is optional. No age, diagnosis, reading level or “learning style” fixes the route.