# Day 5 — A fresh paper question

## Teaching purpose

Capture later material/inquiry components using an unfamiliar safe arrangement, compare prediction honestly and choose next teaching.

**Taught prerequisites:** Days 1–4 teach known material, action/result, safe plans and source/table distinctions. Retain Material First response for comparison only where mode/support/components are comparable.

**Prepare:** Teacher-held Material Later stages and key, unfamiliar fresh known paper for an optional real route, empty response sheet. Do not rehearse the held action/result in ordinary examples before capture.

**Partial opportunity codes:** AC9S2U03, AC9S2I01, AC9S2I02, AC9S2I03, AC9S2I05, AC9S2I06; [whole meanings and limits](CROSSWALK.html).

## Suggested 35-minute script

1. **Set choice · 3 min.** Say, “Here is a new paper question. You can try, ask for adult hands or use a story.” Choose a response mode and quiet/private location; explain that a different result is welcome.

2. **Question and prediction · 5 min.** For a real route, agree a new safe action and capture the child’s question, prediction and reason before acting. For fiction, give Material Later Stage 1 only. Preserve the first idea before showing Stage 2. Exposure is recorded; not assumed absent.

3. **Suggest safe steps · 7 min.** Ask the learner what to do first and how to stop. Adult decides material/procedure suitability and may provide necessary safety direction, recording it. Neutral reading/scribing is allowed without supplying scientific meaning. A plan is not a completed procedure.

4. **Find and record · 10 min.** Run the chosen actual action only if suitable and wanted, using its actual outcome; or release complete Stage 2. Child records action, noticed or supplied result, known material, and evidence route. Never replace a real result with the fiction’s value. Keep observations the child could not access explicitly unavailable.

5. **Compare and explain · 7 min.** Use the retained prediction. Ask what matched/differed and what another observation could test. Interpret the separate criteria component by component with recorded guidance; actual child handling, adult operation, direct observation and supplied explanation are different evidence.

6. **After capture · 3 min.** Retain first response, give one precise teaching move, and schedule a genuinely different recheck if useful. Compare with Material First only for shared components, not a total or required improvement. The child may finish with an ordinary creative extra without seeing a key.

## Three useful context choices

Choose one; the three are alternatives, not a completion quota. Contexts and their supplied accounts are original fiction unless a particular factual source is named. Real results replace fictional values on actual routes.

### 1. Artist message

Choose a useful paper form for a pretend art-gallery message. The teacher selects an unfamiliar approved arrangement or the complete held source. You choose the question/communication; own action, adult hands and a quiet source route remain available. Keep actual outcome unknown until checked.

### 2. Map clue

Choose a paper clue for an invented tabletop map, with no outing or private location. The teacher selects a fresh suitable arrangement; say what may change before trying/reveal. Use any access route. A model clue does not show an actual route or paper result.

### 3. Puppet letter

Choose a small message for an imaginary puppet and a way to show its new paper form. Teacher provides the unfamiliar material question or held source; you can direct adult hands or use quiet notes. The real form remains open and the puppet story is fiction.

## Participation and evidence

The child can choose the question, arrangement, stopping point or communication. Offer own approved action, learner-directed adult action or complete source interpretation; these do not supply the same practical evidence. Quiet/private/AAC/signed/pointed/exact-scribed routes are available. Adult records operator, actual channels, supplied account/model, neutral support and scientific prompts separately. Guided comparison is appropriate; no fixed learning-style labels or prescribed outcome.

## Notice, then teach

**Criterion:** Later response distinguishes known material, action/form, prediction/result/source and safe next question. Practical components require actual observations; accurate contrary results are accepted.

**Next teaching:** After retaining first response, reteach only the missing distinction. Use the separate reserved material recheck, not a coached repeat of the same staged outcome.

[Child card](../learner/day-05.html) · [ordinary complete source choices](../contexts/day-05.html) · [matching aid and full alternative](../aids/ALTERNATIVES.html) · [home](../family/day-05.html) · [two optional extras](../extras/day-05.html).

Staff selection: [Stage 1 before finding](../fresh/material-later-before.html) and [Stage 2 after capture](../fresh/material-later-after.html). Keep them separate.

Original SubjectNest prose, fictional data and vector art © NeuroForgeIO Pty Ltd 2026, Codex assisted. [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link the licence and indicate changes. External curriculum and source terms stay separate.