# Eight complete formative offers and 32 next teaching lessons

Use one useful eligible offer. Read the whole neutral source in place and keep four child spaces empty. Staff reasoning is separate. These are original formative prompts, not QCAA grades.

Select one useful eligible whole offer. All eight/32 are alternatives, not a child quota. Ordinary sources and next teaching are teaching material. Keep same-page initially closed neutral source and four genuine blanks on own pages; staff criteria/worked/next pages stay separate.

Keep exact source ID/date, own words/mode/help and criterion-level observations. Meaning counts; handwriting, spelling and speech fluency do not substitute for the target. No automatic marking, forced sharing or comparative progress claim.

A genuine supervised locally approved device/app encounter may support actual system familiarity/use. Paper roleplay and fictional accounts do not establish it. A voluntary actual original nonidentifying learner choice/contribution may support identifying an own data example; Ari/Bo source answers do not establish the learner’s own contribution. Preserve missing opportunities explicitly.

## A-first · 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.

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.

### A-first-Q1

**Own prompt:** What does LOOP name here?

**Criterion:** Identify the mitten picture from the stated local key, distinguishing a representation from an actual object.

**Staff worked reasoning after an attempt:** LOOP names the mitten picture.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT01 · Shoe-repair pictures

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh imaginary repair board has a lace drawing named TIE and a patch drawing named PATCH. Its key states both relations. Nobody repairs a shoe.

**Own first invitation:** Point to what PATCH names.

**Teaching moves:** 1. Present the complete new shoe-repair pictures source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Point to what PATCH names. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: PATCH names the patch drawing, not a completed repair. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** PATCH names the patch drawing, not a completed repair.

**Observable:** Links PATCH to the supplied patch representation.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-first-Q2

**Own prompt:** Which card answers Neri’s request? Show why.

**Criterion:** Relate Neri’s mitten request to the LOOP key and mitten picture, rather than a personal preference.

**Staff worked reasoning after an attempt:** The mitten picture answers the request because LOOP names it.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT02 · Train-picture rack

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new invented rack names an engine drawing ENGINE and a carriage drawing CAR. Sol requests CAR and the rack displays the carriage. No train runs.

**Own first invitation:** Find Sol’s requested picture and show the matching key.

**Teaching moves:** 1. Present the complete new train-picture rack source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Find Sol’s requested picture and show the matching key. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: CAR names carriage, which answers Sol’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** CAR names carriage, which answers Sol’s request.

**Observable:** Connects request, key and carriage drawing.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-first-Q3

**Own prompt:** What is shown? What has not been done?

**Criterion:** Retain the displayed picture and explicit no-wearing limit without inventing an action.

**Staff worked reasoning after an attempt:** The mitten picture is shown; no clothing is worn.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT03 · Paint idea and model

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh made-up account shows a painted-wall drawing beside an untouched cardboard wall model. Its caption says the picture is an idea; the model has not been painted.

**Own first invitation:** What is represented, and what remains undone?

**Teaching moves:** 1. Present the complete new paint idea and model source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What is represented, and what remains undone? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The drawing represents a painted wall; the model has not been painted. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The drawing represents a painted wall; the model has not been painted.

**Observable:** Separates represented paint from actual painting.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-first-Q4

**Own prompt:** Make a different key for the scarf picture. Explain it.

**Criterion:** Give a harmless original mark, drawing or word with an explicit scarf-picture relation; neatness is not the criterion.

**Staff worked reasoning after an attempt:** I draw two bars and say they name this scarf picture. Other explicit harmless keys can work.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT04 · Towel marks

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh pretend cupboard has a towel drawing keyed DRY. The key says DRY names this towel picture in our game. A sock drawing is separate and unkeyed.

**Own first invitation:** Invent another harmless mark for the towel drawing. Explain it.

**Teaching moves:** 1. Present the complete new towel marks source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Invent another harmless mark for the towel drawing. Explain it. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Two dots could name the towel if the child explains that relation; DRY is not compulsory. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Two dots could name the towel if the child explains that relation; DRY is not compulsory.

**Observable:** Makes an explicit original mark-to-towel relation.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## A-later · Garden drawing finder

A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.

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.

### A-later-Q1

**Own prompt:** What does POUR stand for here?

**Criterion:** Identify the watering-can outline through the given local key, rather than an actual watering event.

**Staff worked reasoning after an attempt:** POUR stands for the watering-can outline.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT05 · Baking-tool outlines

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh invented outline board names a whisk drawing MIX and a tray drawing TRAY. Its key states these local relations. No food is made.

**Own first invitation:** What does MIX stand for here?

**Teaching moves:** 1. Present the complete new baking-tool outlines source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What does MIX stand for here? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: MIX stands for the whisk drawing, not baking. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** MIX stands for the whisk drawing, not baking.

**Observable:** Identifies the whisk representation from the local key.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-later-Q2

**Own prompt:** Which drawing answers Miro’s request? Show why.

**Criterion:** Relate the POT request to the stated flowerpot-outline key.

**Staff worked reasoning after an attempt:** The flowerpot outline answers POT because the key names it POT.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT06 · Door-picture request

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional board names a door drawing OPEN and a window drawing LOOK. Fen requests LOOK. The board displays the window drawing. Nothing is opened.

**Own first invitation:** Choose Fen’s requested picture and show why.

**Teaching moves:** 1. Present the complete new door-picture request source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Choose Fen’s requested picture and show why. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: LOOK names window, which answers Fen’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** LOOK names window, which answers Fen’s request.

**Observable:** Relates LOOK request to window without inventing opening.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-later-Q3

**Own prompt:** What happened? What has not happened?

**Criterion:** Identify the displayed flowerpot outline and one supported absent action: no watering or no planting.

**Staff worked reasoning after an attempt:** The flowerpot outline is displayed; nothing has been watered or planted.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT07 · Bridge idea

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new made-up account has a bridge sketch and two separate broad cardboard pieces. Its caption says We drew an idea; we have not built or tested a bridge.

**Own first invitation:** What is shown? What action is still absent?

**Teaching moves:** 1. Present the complete new bridge idea source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What is shown? What action is still absent? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: A bridge idea is shown; no bridge has been built or tested. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** A bridge idea is shown; no bridge has been built or tested.

**Observable:** Retains sketch and no-building/no-testing boundaries.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### A-later-Q4

**Own prompt:** Choose a different key for the watering-can outline. Explain it.

**Criterion:** Give an original explicit key-to-outline relationship, accepting usual communication without a universal-sign claim.

**Staff worked reasoning after an attempt:** I choose three dots and say THREE DOTS means this watering-can outline.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT08 · Apron key

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh pretend costume board has an apron drawing with local key FRONT and a separate hat drawing. FRONT is only a chosen game key.

**Own first invitation:** Make a different harmless key for the apron and explain it.

**Teaching moves:** 1. Present the complete new apron key source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Make a different harmless key for the apron and explain it. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: A broad triangle could name the apron if that relation is stated. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** A broad triangle could name the apron if that relation is stated.

**Observable:** States a new explicit key for the apron representation.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## B-first · One tablet, a useful finder

In this invented account a tablet is the physical device. A locally approved offline collection-finder app is its software. Its key names a crown drawing CROWN and a cape drawing CAPE. Jo wants CAPE. Jo selects CAPE with touch input; the app shows the cape drawing. Adult Lee opens the app first but does not choose Jo’s key. No network or account is used.

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.

### B-first-Q1

**Own prompt:** What is the physical device?

**Criterion:** Identify the tablet as hardware, not the app or displayed picture; this answer is source reasoning, not actual learner device use.

**Staff worked reasoning after an attempt:** The tablet is the physical device.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT09 · Camera-free viewer

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh imaginary account says a desktop computer is a physical device. An offline viewer app displays a chair drawing. No camera or network is used.

**Own first invitation:** Which is the physical device? Which is software?

**Teaching moves:** 1. Present the complete new camera-free viewer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which is the physical device? Which is software? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Computer is hardware; viewer app is software. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Computer is hardware; viewer app is software.

**Observable:** Distinguishes device and app through the stated account.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-first-Q2

**Own prompt:** What software does the finding job?

**Criterion:** Identify the offline collection-finder app as software for the particular finding purpose.

**Staff worked reasoning after an attempt:** The offline collection-finder app does the job.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT10 · Offline pattern maker

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new fictional account says an offline pattern-maker app on an approved tablet repeats an original dot drawing when Repeat is selected. No upload occurs.

**Own first invitation:** Which software helps, and what job does it do?

**Teaching moves:** 1. Present the complete new offline pattern maker source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which software helps, and what job does it do? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The pattern-maker app repeats the dot drawing. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The pattern-maker app repeats the dot drawing.

**Observable:** Links the named software to its repeating purpose.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-first-Q3

**Own prompt:** What does Jo choose, and what appears?

**Criterion:** Trace CAPE input to the supplied cape drawing display without inventing movement or a network.

**Staff worked reasoning after an attempt:** Jo chooses CAPE and the app shows the cape drawing.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT11 · Handle label display

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh imaginary desktop display names a lid drawing LID and a handle drawing HANDLE. A person selects HANDLE with a mouse; a label-viewer app displays the handle drawing.

**Own first invitation:** Tell or show the selection-to-display path.

**Teaching moves:** 1. Present the complete new handle label display source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Tell or show the selection-to-display path. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: HANDLE is selected and the handle drawing is displayed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** HANDLE is selected and the handle drawing is displayed.

**Observable:** Traces stated input to matching output.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-first-Q4

**Own prompt:** Who chooses the key? What does Lee do?

**Criterion:** Distinguish Jo’s choice from Lee’s opening support, retaining both roles.

**Staff worked reasoning after an attempt:** Jo chooses CAPE. Lee opens the app first.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT12 · Switch director

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new invented account says Tess chooses OPEN for a door drawing in an offline app. Noor presses an approved switch exactly as Tess directs. The app shows the door drawing. Noor does not choose the word.

**Own first invitation:** Who chooses, and who presses?

**Teaching moves:** 1. Present the complete new switch director source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Who chooses, and who presses? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Tess chooses; Noor presses as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Tess chooses; Noor presses as directed.

**Observable:** Retains chooser and operator separately.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## B-later · A pointer and a flower picture

In a fictional account Ren uses a physical laptop with a locally approved offline picture-viewer app. Its collection names a flower drawing BLOOM and a leaf drawing LEAF. Ren wants the flower and says BLOOM. Helper Ivo moves the pointer and selects BLOOM exactly as Ren directs. The app displays the flower drawing. No photograph is taken and nothing is shared online.

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.

### B-later-Q1

**Own prompt:** Which thing is the hardware?

**Criterion:** Identify the laptop as the physical device rather than the viewer or drawing.

**Staff worked reasoning after an attempt:** The laptop is the hardware.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT13 · No printer attached

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional account says a physical laptop runs an offline shape-viewer app and shows a triangle drawing. No printer is attached and nothing is printed.

**Own first invitation:** Find the physical device.

**Teaching moves:** 1. Present the complete new no printer attached source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Find the physical device. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The laptop is the physical device; nothing is printed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The laptop is the physical device; nothing is printed.

**Observable:** Identifies hardware without inferring printing.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-later-Q2

**Own prompt:** Which software is used, and for what?

**Criterion:** Identify the offline picture-viewer app and its flower-picture finding/display purpose.

**Staff worked reasoning after an attempt:** The offline picture-viewer app finds and displays the flower drawing.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT14 · Offline label writer

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new imaginary account says a locally approved offline label-writer app on a computer displays large letters for a badge idea. No badge is produced yet.

**Own first invitation:** Which app is used, and for what?

**Teaching moves:** 1. Present the complete new offline label writer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which app is used, and for what? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The label-writer app displays letters for a badge idea. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The label-writer app displays letters for a badge idea.

**Observable:** Links app and display purpose without inventing production.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-later-Q3

**Own prompt:** What selection leads to the display?

**Criterion:** Trace Ren’s BLOOM direction through Ivo’s faithful selection to the flower drawing.

**Staff worked reasoning after an attempt:** Ren directs BLOOM, Ivo selects it, and the flower drawing appears.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT15 · Drawing-tile click

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional tile app names a wavy drawing WAVE and a spotted drawing SPOT. Nia directs a helper to select SPOT with a pointer. The app displays the spotted drawing.

**Own first invitation:** Show direction, selection and display.

**Teaching moves:** 1. Present the complete new drawing-tile click source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Show direction, selection and display. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Nia directs SPOT; the helper selects it; the spotted drawing appears. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Nia directs SPOT; the helper selects it; the spotted drawing appears.

**Observable:** Retains the three supplied parts of the path.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### B-later-Q4

**Own prompt:** Who decides, and who moves the pointer?

**Criterion:** Retain Ren as chooser and Ivo as operator without treating access support as another person’s choice.

**Staff worked reasoning after an attempt:** Ren decides; Ivo moves the pointer as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT16 · Directed circle viewer

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** In a new invented account Eli chooses a circle drawing through usual communication. Pat operates an approved pointer exactly as Eli directs in an offline viewer. No photo or internet is involved.

**Own first invitation:** Whose choice is this? What help happens?

**Teaching moves:** 1. Present the complete new directed circle viewer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Whose choice is this? What help happens? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Eli chooses; Pat operates as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Eli chooses; Pat operates as directed.

**Observable:** Distinguishes choice from access support.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## C-first · Two cards share a key

An invented first collection names a star drawing SKY and a moon drawing also SKY. A SKY request returns both drawings. CLOUD returns no card because no card has that key. In a second collection only the moon key changes from SKY to MOON; the star remains SKY. SKY in the second returns only the star. The first complete collection is kept separately and is not removed.

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.

### C-first-Q1

**Own prompt:** What does SKY return in the first collection?

**Criterion:** Identify both star and moon from the duplicate first key, not one preferred picture.

**Staff worked reasoning after an attempt:** SKY returns both star and moon in the first collection.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT17 · Furniture cards

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh imaginary collection names a chair drawing SEAT and a stool drawing also SEAT. SEAT returns both. Nobody sits on furniture.

**Own first invitation:** Show every SEAT match.

**Teaching moves:** 1. Present the complete new furniture cards source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Show every SEAT match. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: SEAT matches chair and stool drawings. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** SEAT matches chair and stool drawings.

**Observable:** Includes both duplicate-key matches.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-first-Q2

**Own prompt:** What does CLOUD return? Why?

**Criterion:** Give no card and tie that result to the absent CLOUD key without inventing a cloud record.

**Staff worked reasoning after an attempt:** CLOUD returns none because that key is absent.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT18 · Absent tent

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new fictional camp-picture collection names a cup CUP and a bag BAG. TENT returns none because no TENT entry exists.

**Own first invitation:** What can TENT return here? Why?

**Teaching moves:** 1. Present the complete new absent tent source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What can TENT return here? Why? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: TENT returns none because that key is absent. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** TENT returns none because that key is absent.

**Observable:** Gives source-supported no-match without inventing a record.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-first-Q3

**Own prompt:** What changes in the second collection? What does SKY return then?

**Criterion:** Identify only moon SKY→MOON and the resulting star-only SKY match.

**Staff worked reasoning after an attempt:** The moon key becomes MOON; SKY then returns only star.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT19 · Narrow music key

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional collection has drum and bell drawings both MUSIC. A second kept collection changes only drum’s key to DRUM; bell stays MUSIC. MUSIC then returns bell. No sound is made.

**Own first invitation:** What changes, what stays, and what now matches MUSIC?

**Teaching moves:** 1. Present the complete new narrow music key source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What changes, what stays, and what now matches MUSIC? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Drum MUSIC becomes DRUM; bell stays MUSIC and is the match. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Drum MUSIC becomes DRUM; bell stays MUSIC and is the match.

**Observable:** Traces the single change and remaining match.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-first-Q4

**Own prompt:** Is the first collection still kept? Show why.

**Criterion:** Use the explicit separately kept complete first collection rather than assuming an edit destroys it.

**Staff worked reasoning after an attempt:** Yes. The source says the first complete collection is kept separately.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT20 · Two drawing envelopes

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new imaginary account keeps a complete farm-picture collection in First. A copied revised collection goes in Second. First remains separately kept unchanged.

**Own first invitation:** Does changing Second remove First? Show why.

**Teaching moves:** 1. Present the complete new two drawing envelopes source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Does changing Second remove First? Show why. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: No; First remains separately kept unchanged. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** No; First remains separately kept unchanged.

**Observable:** Uses retained separate version rather than edit-as-destruction.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## C-later · A narrow bag key

A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred.

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.

### C-later-Q1

**Own prompt:** What matches CARRY in the first collection?

**Criterion:** Identify both bag and basket from the duplicate first key.

**Staff worked reasoning after an attempt:** Bag and basket both match CARRY in the first collection.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT21 · Twin bookmarks

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional collection names a long bookmark drawing MARK and a short bookmark drawing also MARK. MARK returns both. No book is marked.

**Own first invitation:** Find all MARK matches.

**Teaching moves:** 1. Present the complete new twin bookmarks source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Find all MARK matches. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Both bookmark drawings match MARK. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Both bookmark drawings match MARK.

**Observable:** Retains both supplied duplicate-key results.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-later-Q2

**Own prompt:** What matches CUP? Show why.

**Criterion:** Give none because no CUP entry exists, without treating a missing record as found.

**Staff worked reasoning after an attempt:** Nothing matches CUP because that key is absent.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT22 · Missing bridge

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new invented play-map collection names a house HOUSE and a path PATH. BRIDGE is absent and returns none.

**Own first invitation:** What does BRIDGE find here? Why?

**Teaching moves:** 1. Present the complete new missing bridge source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What does BRIDGE find here? Why? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: It finds nothing because neither entry has that key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** It finds nothing because neither entry has that key.

**Observable:** Recognises the absent key without nearest-picture guessing.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-later-Q3

**Own prompt:** What changes? What matches CARRY in the second collection?

**Criterion:** Trace only bag CARRY→BAG and the unchanged basket CARRY match.

**Staff worked reasoning after an attempt:** The bag key becomes BAG; CARRY then matches only basket.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT23 · Umbrella key edit

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh imaginary collection names umbrella and raincoat drawings RAIN. In a second kept collection only umbrella becomes UMBRELLA. Raincoat remains RAIN. RAIN then returns raincoat.

**Own first invitation:** What changes, and what answers RAIN now?

**Teaching moves:** 1. Present the complete new umbrella key edit source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What changes, and what answers RAIN now? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Only umbrella’s key changes; raincoat now answers RAIN. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Only umbrella’s key changes; raincoat now answers RAIN.

**Observable:** Identifies exact edit and unchanged remaining match.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### C-later-Q4

**Own prompt:** Are both versions kept? What practical action is absent?

**Criterion:** Retain both separately kept versions and one supported absent action: no shopping or no carrying.

**Staff worked reasoning after an attempt:** Both are kept separately; no shopping or carrying happens.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT24 · Saved kite sheets

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new fictional account keeps First as a complete kite-picture key sheet. Second is a copied revised complete sheet. Both remain kept. Nobody flies a kite or buys materials.

**Own first invitation:** What is kept, and what practical action is absent?

**Teaching moves:** 1. Present the complete new saved kite sheets source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What is kept, and what practical action is absent? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Both sheets are kept; no flight or purchase happens. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Both sheets are kept; no flight or purchase happens.

**Observable:** Retains two versions and explicit absent practical action.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## D-first · A private creature card

In this invented account Ari chooses zigzag ears for an original imaginary creature drawing and chooses ZIG as its key. Ari directs helper Lee, who draws those chosen zigzags faithfully. A ready-made star picture from the pack is supplied by the adult; Ari did not make it. Ari calls the chosen creature-and-key example my own collection data and chooses to keep it private. No identifying name, address, photograph, login or upload is needed.

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.

### D-first-Q1

**Own prompt:** Which example does Ari call their own collection data?

**Criterion:** Identify Ari’s chosen creature drawing and ZIG key from the explicit account, not every supplied pack item.

**Staff worked reasoning after an attempt:** Ari calls the chosen creature drawing and ZIG key their own example.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT25 · Own ladder creature

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** In a fresh invented account Uma chooses ladder-shaped legs for an original creature and key RUNG. Uma calls that chosen drawing/key my own collection data. A supplied square card is separate.

**Own first invitation:** Which example does Uma identify as their own?

**Teaching moves:** 1. Present the complete new own ladder creature source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which example does Uma identify as their own? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Uma identifies the chosen ladder-legged creature and RUNG key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Uma identifies the chosen ladder-legged creature and RUNG key.

**Observable:** Distinguishes that own example from the supplied square.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-first-Q2

**Own prompt:** Which picture was supplied ready-made?

**Criterion:** Identify the adult-supplied star and retain that Ari did not make it.

**Staff worked reasoning after an attempt:** The star picture was supplied ready-made by the adult.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT26 · Pack moon card

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional account says Jin chooses an original dotted hat drawing. A moon picture arrives ready-made in the adult pack, made earlier by someone else; Jin did not make it.

**Own first invitation:** Which picture is supplied by someone else?

**Teaching moves:** 1. Present the complete new pack moon card source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which picture is supplied by someone else? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The moon is supplied ready-made by someone else. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The moon is supplied ready-made by someone else.

**Observable:** Attributes the supplied moon without inventing maker identity.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-first-Q3

**Own prompt:** Who chooses, and who draws as directed?

**Criterion:** Distinguish Ari’s creative choices from Lee’s faithful drawing support.

**Staff worked reasoning after an attempt:** Ari chooses the ears and ZIG; Lee draws as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT27 · Directed ribbon

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** In a new invented account Cleo chooses a zigzag ribbon and key BEND. Rex draws and writes exactly as Cleo directs and does not choose the shape or key.

**Own first invitation:** Who chooses, and who helps?

**Teaching moves:** 1. Present the complete new directed ribbon source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Who chooses, and who helps? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Cleo chooses; Rex draws and writes as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Cleo chooses; Rex draws and writes as directed.

**Observable:** Retains creative choice and faithful help separately.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-first-Q4

**Own prompt:** What sharing choice does Ari make? Is identifying information needed?

**Criterion:** Respect the explicit private choice and absence of an identifying-data requirement.

**Staff worked reasoning after an attempt:** Ari keeps it private; identifying information is not needed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT28 · Private mushroom

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional account says Min makes a pretend mushroom drawing/key DOT, declines display and keeps it private. No address, school, photo or login is required.

**Own first invitation:** What sharing choice is made? What is unnecessary?

**Teaching moves:** 1. Present the complete new private mushroom source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What sharing choice is made? What is unnecessary? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Min keeps it private; identifying data or login is unnecessary. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Min keeps it private; identifying data or login is unnecessary.

**Observable:** Respects declined sharing without imposing disclosure.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

## D-later · An own wrapper, a supplied card

In this fictional account Bo chooses wavy stripes for an original wrapper drawing and chooses WAVE as its key. Helper Mai writes WAVE exactly as Bo directs. Bo identifies that chosen wrapper-and-key example as my own collection data. A fish picture in the same pack was made earlier by another maker; Bo did not make it. Bo declines a display invitation and keeps the collection private. No identifying name, school, address, photograph, password or online sharing is needed.

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.

### D-later-Q1

**Own prompt:** Which example does Bo identify as their own?

**Criterion:** Identify the chosen original wavy-wrapper drawing and WAVE key, not the supplied fish.

**Staff worked reasoning after an attempt:** Bo identifies the chosen wrapper drawing and WAVE key.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT29 · Own parcel pattern

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A new made-up account says Ava chooses crosshatching for an original wrapper drawing/key CROSS and identifies it as my own collection data. A supplied bus picture is separate.

**Own first invitation:** Which example does Ava identify as their own?

**Teaching moves:** 1. Present the complete new own parcel pattern source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which example does Ava identify as their own? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The chosen crosshatched wrapper and CROSS key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The chosen crosshatched wrapper and CROSS key.

**Observable:** Distinguishes Ava’s example from the supplied bus.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-later-Q2

**Own prompt:** Which item was made earlier by someone else?

**Criterion:** Identify the supplied fish and retain the other-maker account without inventing a name.

**Staff worked reasoning after an attempt:** The fish picture was made earlier by another maker.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT30 · Supplied mountain

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional account says Paz chooses an original ring-pattern card/key RING. A mountain picture was made earlier by another maker; Paz did not make it.

**Own first invitation:** Which item is someone else’s supplied contribution?

**Teaching moves:** 1. Present the complete new supplied mountain source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Which item is someone else’s supplied contribution? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: The mountain picture is the other maker’s supplied contribution. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** The mountain picture is the other maker’s supplied contribution.

**Observable:** Does not infer Paz made all pack items.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-later-Q3

**Own prompt:** Who chooses the design and key? What help happens?

**Criterion:** Retain Bo’s choices and Mai’s faithful writing support, distinguishing choice from motor production.

**Staff worked reasoning after an attempt:** Bo chooses the design and WAVE; Mai writes as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT31 · Scribed tunnel

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** In a new invented account Oli chooses an original tunnel drawing/key UNDER. Fran writes UNDER faithfully as Oli directs. Oli chose drawing and key.

**Own first invitation:** Who chooses, and who writes?

**Teaching moves:** 1. Present the complete new scribed tunnel source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: Who chooses, and who writes? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Oli chooses; Fran writes as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Oli chooses; Fran writes as directed.

**Observable:** Separates choice from writing production.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

### D-later-Q4

**Own prompt:** What does Bo choose about display? What is not needed?

**Criterion:** Retain declined display/private keep and absence of identifying-data or sharing requirements.

**Staff worked reasoning after an attempt:** Bo declines display and keeps it private; identifying data and online sharing are not needed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

#### NEXT32 · No-display flower

**Role:** Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

**Whole source:** A fresh fictional account says Rae chooses an original spiral-flower drawing/key CURL, declines display and keeps it private. No name, school, address, password, photo or upload is needed.

**Own first invitation:** What display choice is made? What is not needed?

**Teaching moves:** 1. Present the complete new no-display flower source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

2. Ask: What display choice is made? What is not needed? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.

3. After the attempt, show this worked reasoning: Rae declines display; identifying data and upload are unnecessary. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

**Worked reasoning after attempt:** Rae declines display; identifying data and upload are unnecessary.

**Observable:** Retains private choice and absent identifying-data requirement.

**Access:** The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

**Eligibility and help:** Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

**Next decision:** If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.