Staff · D-first · A private creature cardFoundation Digital Tech · T3 W25–26 · Staff · Staff / D first

Components

1. Case id

   D-first

   Criterion

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

   Id

   D-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

   NEXT25

   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 that own example from the supplied square.

   Try your own idea first

   Which example does Uma identify as their own?

   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 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.

   Title

   Own ladder creature

   Complete 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.

   Reasoning after an attempt

   Uma identifies the chosen ladder-legged creature and RUNG key.

   Number

   1

   Prompt

   Which example does Ari call their own collection data?

   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

   Ari calls the chosen creature drawing and ZIG key their own example.

2. Case id

   D-first

   Criterion

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

   Id

   D-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

   NEXT26

   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

   Attributes the supplied moon without inventing maker identity.

   Try your own idea first

   Which picture is supplied by someone else?

   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 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.

   Title

   Pack moon card

   Complete 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.

   Reasoning after an attempt

   The moon is supplied ready-made by someone else.

   Number

   2

   Prompt

   Which picture was supplied ready-made?

   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 star picture was supplied ready-made by the adult.

3. Case id

   D-first

   Criterion

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

   Id

   D-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

   NEXT27

   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 creative choice and faithful help separately.

   Try your own idea first

   Who chooses, and who helps?

   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 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.

   Title

   Directed ribbon

   Complete 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.

   Reasoning after an attempt

   Cleo chooses; Rex draws and writes as directed.

   Number

   3

   Prompt

   Who chooses, and who draws as directed?

   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

   Ari chooses the ears and ZIG; Lee draws as directed.

4. Case id

   D-first

   Criterion

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

   Id

   D-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

   NEXT28

   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

   Respects declined sharing without imposing disclosure.

   Try your own idea first

   What sharing choice is made? What is unnecessary?

   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 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.

   Title

   Private mushroom

   Complete 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.

   Reasoning after an attempt

   Min keeps it private; identifying data or login is unnecessary.

   Number

   4

   Prompt

   What sharing choice does Ari make? Is identifying information needed?

   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

   Ari keeps it private; identifying information is not needed.

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

D

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

D-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

A private creature card

Complete source

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.