An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn.
Original neutral source illustration for A-first: Pocket picture finder. Two source-card frames (40,100,250,230),(350,100,250,230). Left scarf rectangle(105,150,100,125) with broad stripes, labelled STRIPE; right mitten outline through(425,150;485,150;510,190;510,275;425,275;400,225;420,205), labelled LOOP. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model. Complete fictional source: An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.
What does LOOP name here?
[Empty response space]
Which card answers Neri’s request? Show why.
[Empty response space]
What is shown? What has not been done?
[Empty response space]
Make a different key for the scarf picture. Explain it.
[Empty response space]
Read the exact source neutrally, reread, use broad pointing/card movement/usual communication or scribe exactly as directed. Record actual help and prompts. Do not supply a model, explain an answer or fill the four own spaces before an attempt. Pass, private response, pause or a smaller later offer remain valid.
These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.