A-first · Pocket picture finder · paper
Pocket picture finder
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.
Full words alternative
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.
Complete 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.
Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.
Use after this target and an accessible response route have actually been offered. Confirm this whole source and staff responses have not been seen; otherwise label practice. A later offer requires a fresh whole source and an intervening teaching opportunity. Without prior evidence call it current first evidence, not progress.
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.
One selected prompt may be enough. Leave all unused places empty.