Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Check prior access and material/communication readiness. A new response is not automatically improvement to a missing earlier work.
Present complete R source/blank roles/exact literal equivalent, one neutral part at a time. No page example, universal symbol, expected emotion or teacher answer.
Child makes/directs/specifies first own selection and a wanted feature. Capture what exists/does not exist, actual operator/support and intended idea before assistance.
Offer optional revision/reason/second part after first capture, or another sitting. Record later evidence separately; no required two-design explanation or audience.
Child keeps/private/later/pass. Use descriptive key after capture and choose one next teaching move without rewriting the first response.
A · First original R component: Choose cover or inside first, make/direct one new feature on blank paper/board, and capture before any model. A second part/reason may wait.
B · First feature, then a new arrangement: Make/direct one R feature, capture it, then optionally try a genuinely different arrangement on another broad area. Preserve first/later help and actual operators; no forced revision.
C · Different form or unmade specification: Use the complete literal R brief to choose a new form/plan/pass through established communication. Adult fabricates only on agreed child direction; absent work is never counted as made.
Notice/next: preserve first capture and current status; offer a neutral new-source making opportunity later after teaching the specific missing component. See separate recheck sources/keys; they are unused in ordinary teaching.