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