Complete held source: Original fiction. A broad paper theatre cue has an existing fold. It begins as a low V at a drawn curtain on a flat mat. A helper presses its edge toward a drawn stage mark. During contact it moves nearer the stage mark and becomes flatter. After release it rests nearer and flatter than its first V. Exact force, complete path, later stability and an uncreased cue result are not supplied. No child operation is described.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
B-first-1 · Own prompt
Show or tell the cue’s before, during-contact and after-release moments.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Preserves all three supplied moments: first low V at curtain; during nearer/flatter; after nearer/flatter at rest. No spontaneous return or later stability is added. **Source-supported worked possibility:** It starts as a low V at the curtain; it moves nearer and becomes flatter during contact; after release it rests nearer and flatter. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A low pretend bridge picture:** Original unrelated fiction. An existing-fold broad paper picture begins flat. A helper presses at its fold; it bends during contact and rests as a low V after release. No weight, real crossing or later stability is tested. **Own next invitation:** Show the three moments without adding a later return. **Full next teaching sequence:** Read before/during/after slowly. Ask for a drawing, sign or spoken turn per moment. Revisit after release separately from a later unseen moment. **Observe and decide:** Sequence retains flat, bending during, low-V rest after; no real structure safety or spontaneous return is inferred. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-2 · Own prompt
Name or show a motion clue and a shape clue from the source. You may take one at a time.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Distinguishes nearer movement/resting place from becoming/resting flatter; both selected distinctions may use speech, pictures, sign or AAC. **Source-supported worked possibility:** Nearer the stage mark is the motion clue. Flatter than the first V is the shape clue. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A two-clue toy-shop tab:** Original unrelated fiction. A folded paper tab begins at a drawn shelf. A helper presses toward a drawn till; it shifts nearer and becomes flatter, then rests nearer/flatter. No next attempt. **Own next invitation:** Choose one motion clue and one shape clue. **Full next teaching sequence:** Use two large blank areas for where and shape. Let the learner place or dictate one clue at a time. Ask which supplied words support each and keep exact distance absent. **Observe and decide:** Nearer relates to position/motion; flatter relates to shape, with both resting clues recognised. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-3 · Own prompt
Who carried out the contact? What could this source discussion show about your own learning, and what could it not show about your own actions?
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Identifies the helper actor and separates a child’s communicated interpretation from unperformed child practical operation/observation. Neutral access support is recorded. **Source-supported worked possibility:** A helper presses the cue. My explanation could show I understand the supplied motion and shape record; this story cannot show that I actually performed or perceived the contact. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A helper-operated paper map:** Original unrelated fiction. A helper gently pushes a broad map marker toward a drawn meeting place. The learner-character hears an adult’s description later; the source does not say they watched or handled it. It rests nearer. **Own next invitation:** Who did, who heard, and what could a source explanation show? **Full next teaching sequence:** Read actors literally. Ask for a helper/learner-character distinction. Invite an explanation of the supplied motion and keep an actual handling/observation claim separate in a teacher record. **Observe and decide:** Interpretation is possible, but neither learner operation nor direct perception is manufactured from a later report. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________B-first-4 · Own prompt
Choose a wanted question about using this as a theatre cue. Tell which needed result is still absent.