# Staff · C-later · A narrow bag key ## Components 1. #### Case id C-later #### Criterion Identify both bag and basket from the duplicate first key. #### Id C-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 NEXT21 ##### 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 both supplied duplicate-key results. ##### Try your own idea first Find all MARK matches. ##### 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 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. ##### Title Twin bookmarks ##### Complete 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. ##### Reasoning after an attempt Both bookmark drawings match MARK. #### Number 1 #### Prompt What matches CARRY in the first collection? #### 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 Bag and basket both match CARRY in the first collection. 2. #### Case id C-later #### Criterion Give none because no CUP entry exists, without treating a missing record as found. #### Id C-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 NEXT22 ##### 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 Recognises the absent key without nearest-picture guessing. ##### Try your own idea first What does BRIDGE find here? 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 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. ##### Title Missing bridge ##### Complete source A new invented play-map collection names a house HOUSE and a path PATH. BRIDGE is absent and returns none. ##### Reasoning after an attempt It finds nothing because neither entry has that key. #### Number 2 #### Prompt What matches CUP? 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 Nothing matches CUP because that key is absent. 3. #### Case id C-later #### Criterion Trace only bag CARRY→BAG and the unchanged basket CARRY match. #### Id C-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 NEXT23 ##### 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 exact edit and unchanged remaining match. ##### Try your own idea first What changes, and what answers RAIN now? ##### 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 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. ##### Title Umbrella key edit ##### Complete 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. ##### Reasoning after an attempt Only umbrella’s key changes; raincoat now answers RAIN. #### Number 3 #### Prompt What changes? What matches CARRY in the second collection? #### 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 bag key becomes BAG; CARRY then matches only basket. 4. #### Case id C-later #### Criterion Retain both separately kept versions and one supported absent action: no shopping or no carrying. #### Id C-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 NEXT24 ##### 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 two versions and explicit absent practical action. ##### Try your own idea first What is kept, and what practical action is 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 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. ##### Title Saved kite sheets ##### Complete 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. ##### Reasoning after an attempt Both sheets are kept; no flight or purchase happens. #### Number 4 #### Prompt Are both versions kept? What practical action is absent? #### 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 Both are kept separately; no shopping or carrying happens. ## 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 C ## 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 C-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 A narrow bag key ## Complete source 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.