Staff · B-first · One tablet, a useful finderFoundation Digital Tech · T3 W25–26 · Staff · Staff / B first

Components

1. Case id

   B-first

   Criterion

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

   Id

   B-first-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

   NEXT09

   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

   Distinguishes device and app through the stated account.

   Try your own idea first

   Which is the physical device? Which is software?

   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 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.

   Title

   Camera-free viewer

   Complete 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.

   Reasoning after an attempt

   Computer is hardware; viewer app is software.

   Number

   1

   Prompt

   What is the physical device?

   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 tablet is the physical device.

2. Case id

   B-first

   Criterion

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

   Id

   B-first-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

   NEXT10

   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

   Links the named software to its repeating purpose.

   Try your own idea first

   Which software helps, and what job does it do?

   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 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.

   Title

   Offline pattern maker

   Complete 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.

   Reasoning after an attempt

   The pattern-maker app repeats the dot drawing.

   Number

   2

   Prompt

   What software does the finding job?

   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 offline collection-finder app does the job.

3. Case id

   B-first

   Criterion

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

   Id

   B-first-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

   NEXT11

   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

   Traces stated input to matching output.

   Try your own idea first

   Tell or show the selection-to-display path.

   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 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.

   Title

   Handle label display

   Complete 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.

   Reasoning after an attempt

   HANDLE is selected and the handle drawing is displayed.

   Number

   3

   Prompt

   What does Jo choose, and what appears?

   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

   Jo chooses CAPE and the app shows the cape drawing.

4. Case id

   B-first

   Criterion

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

   Id

   B-first-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

   NEXT12

   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 chooser and operator separately.

   Try your own idea first

   Who chooses, and who presses?

   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 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.

   Title

   Switch director

   Complete 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.

   Reasoning after an attempt

   Tess chooses; Noor presses as directed.

   Number

   4

   Prompt

   Who chooses the key? What does Lee do?

   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

   Jo chooses CAPE. Lee opens the app first.

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

B

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

B-first

Initial own values

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

first

Role

Original fictional neutral learner source; no actual local event, learner action or measured progress is asserted.

Title

One tablet, a useful finder

Complete source

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.