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.

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 · ordinary complete source choices · matching aid and full alternative · home · two optional extras.

Staff selection: Stage 1 before finding and Stage 2 after capture. Keep them separate.

Original SubjectNest prose, fictional data and vector art © NeuroForgeIO Pty Ltd 2026, Codex assisted. CC BY 4.0. Credit, link the licence and indicate changes. External curriculum and source terms stay separate.