# Staff · A-later · Garden drawing finder ## Components 1. #### Case id A-later #### Criterion Identify the watering-can outline through the given local key, rather than an actual watering event. #### Id A-later-Q1 #### Initial value #### Next teaching ##### 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. ##### Id NEXT05 ##### 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. ##### Notice Identifies the whisk representation from the local key. ##### Try your own idea first What does MIX stand for here? ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### 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. ##### Title Baking-tool outlines ##### Complete 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. ##### Reasoning after an attempt MIX stands for the whisk drawing, not baking. #### Number 1 #### Prompt What does POUR stand for here? #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt POUR stands for the watering-can outline. 2. #### Case id A-later #### Criterion Relate the POT request to the stated flowerpot-outline key. #### Id A-later-Q2 #### Initial value #### Next teaching ##### 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. ##### Id NEXT06 ##### 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. ##### Notice Relates LOOK request to window without inventing opening. ##### Try your own idea first Choose Fen’s requested picture and show why. ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### 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. ##### Title Door-picture request ##### Complete 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. ##### Reasoning after an attempt LOOK names window, which answers Fen’s request. #### Number 2 #### Prompt Which drawing answers Miro’s request? Show why. #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt The flowerpot outline answers POT because the key names it POT. 3. #### Case id A-later #### Criterion Identify the displayed flowerpot outline and one supported absent action: no watering or no planting. #### Id A-later-Q3 #### Initial value #### Next teaching ##### 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. ##### Id NEXT07 ##### 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. ##### Notice Retains sketch and no-building/no-testing boundaries. ##### Try your own idea first What is shown? What action is still absent? ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### 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. ##### Title Bridge idea ##### Complete 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. ##### Reasoning after an attempt A bridge idea is shown; no bridge has been built or tested. #### Number 3 #### Prompt What happened? What has not happened? #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt The flowerpot outline is displayed; nothing has been watered or planted. 4. #### Case id A-later #### Criterion Give an original explicit key-to-outline relationship, accepting usual communication without a universal-sign claim. #### Id A-later-Q4 #### Initial value #### Next teaching ##### 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. ##### Id NEXT08 ##### 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. ##### Notice States a new explicit key for the apron representation. ##### Try your own idea first Make a different harmless key for the apron and explain it. ##### Role Full different fictional teaching situation after this particular component; not a held assessment or a filled own response. ##### 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. ##### Title Apron key ##### Complete 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. ##### Reasoning after an attempt A broad triangle could name the apron if that relation is stated. #### Number 4 #### Prompt Choose a different key for the watering-can outline. Explain it. #### Source boundary Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help. #### Staff reasoning after an attempt I choose three dots and say THREE DOTS means this watering-can outline. ## Choose an eligible offer 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. ## Family A ## Neutral access help 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. ## Id A-later ## Initial own values 1. 2. 3. 4. ## What this can show 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. ## Offer later ## Role Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted. ## Title Garden drawing finder ## Complete source 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.