provenance/accepted-proposal/PROPOSAL | Year 2 Science · T1 W9–10

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Lessons · complete original material

Part 1

Child job

Pick a tiny job. Find out what the sound maker does.

Day

Guided different try

C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open.

Held offer

A-first only after this ordinary lesson; no held solution shown.

Home

HomeH01: choose a pretend story scene with your child; point, sign, draw or say what a cue should do. If nobody wants sound, use a card. Ask “What did we actually try?” Do not buy supplies or ask a sibling to perform. Bring back one optional job/action drawing, no audio or private name.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If job/action merge, offer a new lunch-box closing story: helper wants a short reminder but only points to a card. Ask which part describes a wish and which part says what happened; then child rebuilds two separate labels.

Observe

Child distinguishes what is wanted from what was done and cites an actual/supplied clue; record response mode, helper and missing practical opportunity. Do not infer understanding from willingness to listen.

Ordinary model

C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2H01

Part 3

AC9S2I01

Part 4

AC9S2I06

Project

ProjectX01: make two pockets labelled “wanted job” and “what we know”. Place one original job picture and one observation/supplied-note card in separate pockets. A reader chooses a quiet path. Publish only with permission; keep the untried outcome open.

Read aloud

R01: “Our tiny theatre is opening. Do we want a sound, a picture or both? You choose. Put the job on one card. Put what happened on another. A wish is a good start. A note is a clue. If we have not tried our scene, we can say that. One useful clue is enough to begin.” Pause after each question; child may point or pass.

Routes

Part 1

Id

Limit

Only the actual event supports a practical observation. No report or no sound participation can be recorded without penalty.

Name

Gentle prop explorer

Outcome

A labelled actual observation card. Adult notes operation/help separately; no required sound description.

Steps

Choose the puppet stage or your own quiet scene. Ask adult approval for one object and one gentle tap or rub; predict in your words. Do it once only if the group agrees, then record what you observed and whether it was seen, heard or reported. Add source/action and the still-open reader try.

Part 2

Id

Limit

This is interpreting fiction, not child conducting sound investigation.

Name

Quiet toy-shop editor

Outcome

A supplied-note guide with one bounded choice.

Steps

Read fullC01 andC02 with text, pointing or AAC. Sort the two job cards beside action/source cards. Pick a job and explain which supplied clue could help it. Leave your own real outcome blank or mark not tried; make an invitation to a future reader.

Part 3

Id

Limit

Moving drawings does not make or measure sound.

Name

Build a silent scene map

Outcome

A purpose map with an evidence label and unanswered try.

Steps

Draw a toy theatre, helper, object and optional listener. Use a paper arrow labelled “action on object” and a different arrow “report from helper”. On SoundDesk write the job/source/action only if desired; preview them literally. Move the paper actor to a new scene and decide which label needs a new observation.

Six moves

Part 1

Hook3min: put a toy stage beside a paper reading nook. Ask “Do they need the same sort of sound?” A no-sound job is a valid choice.

Part 2

Explore5min: demonstrate only the agreed gentle action if invited. Ask which object was acted on; record any actual report in the child’s words. Quiet group reads the completeC01 fictional notes instead.

Part 3

Teach5min: separate job, source object and action. A job is what we want; an action is what was done. A wish for a sound is not a result.

Part 4

Model5min: show the ordinary maker card and source label below; point to the exact note that supports a description.

Part 5

Try10min: children pick A, B or C, make one guide card and tell a helper whether their evidence is actual, supplied or model. Do not prefill a sentence.

Part 6

Share5min: invite one chosen label/gesture/card. Ask “What still needs a try?” Offer A-first separately after ordinary work, only its neutral source/prompts.

Teacher preparation

Prepare ordinaryC01–02, W01, V01 and three school-approved washable everyday objects. Check prior sound learning with one object/action description. Offer a totally quiet source route before setting out objects. Ask whether anyone wants a quiet option; do not require an explanation. Set a single gentle action, a stop signal and an observer position clear of moving objects.

Title

What job needs a sound?

Worksheet

W01 Sound job card: empty Job, Source object, Action, What was actually observed or supplied, Evidence kind and Still to try spaces. Labels only, no sample responses; two blank object boxes allow drawing/AAC.

Part 2

Child job

Make an action menu a helper can follow.

Day

Guided different try

C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.”

Held offer

B-first source held separately; changed context and fresh prompts.

Home

HomeH02: make a two-action mime menu for a pretend repair shop. A trusted adult can choose quiet mime for both. If a gentle sound is tried with permission, write the real report beside its action; do not assume louder. Ten minutes is optional.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If rows swap, use unrelated skate-park model notes: “roll toy car—stops by blue line; slide card—stops by red line”. Pair action/result first, then return to sound without borrowing a model answer.

Observe

Observe whether exact action and report stay paired and child recognises missing result. Adult operation/pointing/spelling do not automatically lower science judgement.

Ordinary model

C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.”

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2I02

Part 3

AC9S2I03

Part 4

AC9S2I04

Part 5

AC9S2I05

Part 6

AC9S2I06

Project

ProjectX02: publish a fold-out action menu for an imaginary film prop. Include source/action/report columns and a clearly empty next-row box. Invite a helper to choose rather than follow all actions; keep a paper copy.

Read aloud

R02: “Tap and rub are two actions. Can our note show which one happened? Put the action next to its clue. If a clue is missing, leave room for it. You can run a real gentle try, read a story note, or direct a silent mime. Tell your reader which you chose. Our menu is useful when it keeps the rows together.”

Routes

Part 1

Id

Limit

Unmeasured force/different listener experience prevents universal cause claims.

Name

One-tray action menu

Outcome

Two bounded actual rows and a next question.

Steps

Adult approves gentle tap and rub. Child suggests what to keep similar and predicts each report. Do one action, stop, record; do the other only if still welcome. Write two rows with exact action and actual observation. Tell reader one unmeasured factor.

Part 2

Id

Limit

Table reconstruction is not a physical experiment.

Name

Quiet parcel-note sorter

Outcome

Complete supplied table and empty new result.

Steps

Read bothC03 rows and the incompleteC04 card. Put each source/action/report strip into a row. Explain the difference described inC03 and mark the missingC04 result. Design a new menu row with its result genuinely open.

Part 3

Id

Limit

An action mime checks instruction clarity, not sound behaviour.

Name

Action director

Outcome

Usable mime menu with unfilled sound evidence.

Steps

Make tactile/picture tap and rub cards. A helper mimes each at a distance without producing sound. Child checks whether the action instructions are distinguishable, then annotates where a real sound note would go. SoundDesk Action view can show their own words only.

Six moves

Part 1

Hook3min: mime tap, rub and shake without a sound. Which is an action?

Part 2

Explore5min: child chooses one permitted tap/rub pair or readsC03. Record action names before result descriptions.

Part 3

Teach5min: changing the action can be a question about sound variety; a fair question requires a clearly named change, not pretending every other variable was measured.

Part 4

Model5min: lay out two ordinary note rows; the source/action and each report stay paired.

Part 5

Try12min: A makes a real menu, B reconstructs a supplied menu, C makes tactile action cards without sound. Compare only records actually available.

Part 6

Exit4min: reader follows a chosen action description or explains an unclear step. Offer B-first separately with its complete neutral source.

Teacher preparation

Prepare C03–04,W02,V02. Adult checks one empty shallow plastic tray safe to tap/rub on a mat, gently and away from ears; agree stop/no-sound choice. Keep object, helper position and observer position the same where possible; strength remains unmeasured. Quiet menu uses complete supplied notes.

Title

One object, different actions

Worksheet

W02 Two-row action log: blank Object, Action1, Note1, Action2, Note2, Kept similar, Not measured and Next question; distinct row labels and same generous response area.

Part 3

Child job

Give a pretend game two useful describing words.

Day

Guided different try

C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.”

Held offer

C-first after ordinary work; no shared ordinary object names.

Home

HomeH03: let your child invent two labels for a pretend creature sound, or keep it totally silent using suppliedC05 notes. Ask which word answers pitch and which answers loudness. Do not test voices or turn volume up.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If loud/high merge, use an unrelated washing-line picture: high/low position and short/long cloth are two sorting questions. After child sorts one picture each way, revisit a new fictional soft-high/soft-low note pair.

Observe

Observe distinction of two descriptive questions, source qualification and honest unknown. No requirement to hear, say pitches or pronounce technical words.

Ordinary model

C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2I04

Part 3

AC9S2I05

Part 4

AC9S2I06

Project

ProjectX03: create a two-column word passport for an imaginary game. Pitch and Loudness each have a source-labelled example and an empty own-example box. Add “not sure” as a useful option, not a failure.

Read aloud

R03: “A high sound can be described as soft. High and loud do different jobs. Today we are word detectives. Which words came from the note? Which words are your own? You can point to a word or leave a question. Nobody has to prove what they can hear. Our guide helps a reader understand the report we actually have.”

Routes

Part 1

Id

Limit

No diagnosis, measurement or correct-hearing score.

Name

My own descriptions

Outcome

Attributed own/other descriptions with unknowns.

Steps

Pick one adult-approved gentle action or pass. Record own observation with comparison context if you use high/low or soft/loud; not sure is allowed. Ask another willing person for their voluntary report without recording identity. Keep two reports separate and do not rank hearing.

Part 2

Id

Limit

No actual sound performance is inferred.

Name

Quiet treasure reporter

Outcome

A supplied-word display with a clearly unresolved word.

Steps

ReadC05 in full. Place higher/lower words under Pitch and soft words under Loudness. ReadC06; add a question card for bright. Design a two-word prompt that does not fill in your own answer.

Part 3

Id

Limit

Drawing speed/span are not actual sound measurements or a speaker experiment.

Name

Silent movement mapper

Outcome

A two-state model note and a real-world question.

Steps

SoundDesk model begins still. Choose slow or quick drawing cycle, narrow or wide drawing span, then Step one frame. Sketch that state on paper. Compare a changed choice with the previous sketch; identify which drawing setting changed. Keep both in the model column and leave real pitch/loudness blank.

Six moves

Part 1

Hook3min: compare a high shelf drawing and a wide shelf drawing; high/wide answer different questions. They are an analogy, not evidence of sound.

Part 2

Read5min: read two completeC05 fictional reports. Point to pitch words and separately to loudness words.

Part 3

Teach5min: pitch and loudness are distinct descriptions; people may report differently. A drawing cannot tell us how an unknown object sounded.

Part 4

Model5min: ordinary reporter attributes each pair of words to its note, with no real-child result inserted.

Part 5

Try12min: choose sound report, quiet word editor or model-frame explorer. Keep the motion model in its own labelled column.

Part 6

Exit4min: give a helper one description pair or a reason to keep a category unknown. Offer C-first separately.

Teacher preparation

Prepare C05–06,V03,W03. No listening/pitch matching test. A real optional gentle sound is described by the child, not graded against teacher perception. Have large-type high/low and soft/loud word cards, plus different/not sure; no colour-only coding. Explain comparative words need a reference. Reference F1 supports keeping pitch and loudness descriptions distinct with interacting perception.

Title

High is not the same word as loud

Worksheet

W03 Word passport: empty Reporter/source, Exact words, Pitch comparison if known, Loudness comparison if known, Unknown/question and My different example boxes; same-source words stay together.

Part 4

Child job

Make a movement model a younger reader can understand.

Day

Guided different try

C08 fictional tabletop note: adult slowly bends cardboard, child sees it move, no sound or receiver was recorded. Ask what the note supports. Possible: “Seen source movement is supplied; an observed receiver effect is not supplied.”

Held offer

D-first only neutral source; no held answers in model help.

Home

HomeH04: create four paper positions for a pretend wobbly flag. Move them manually with your child; label MODEL. Ask what a drawing cannot tell us about a real sound. No device, speaker or night activity is required.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If all motion becomes sound proof, use unrelated wind-up toy source notes: its wheels move but no bell report exists. Ask which extra source would be needed for a bell claim. Return to a different movement model.

Observe

Observe whether child avoids treating arbitrary strip/drawing movement as a demonstrated receiver result; accept general fact understanding separately from missing practical opportunity.

Ordinary model

C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation.

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2I03

Part 3

AC9S2I04

Part 4

AC9S2I06

Project

ProjectX04: make an original four-frame movement flipbook with a clear model caption and separate blank real-observation page. A helper checks labels, not sound performance. Share only the model if the child wants.

Read aloud

R04: “This drawing is waiting. You choose when it moves. One frame, then another. What moved in our model? What did we really observe? A model can help us think, but it cannot listen for us. We can use a fact card and still leave our own result open. Let us tell the reader which kind of clue we used.”

Routes

Part 1

Id

Limit

Source movement is not proof that sound energy caused a separate object to vibrate.

Name

Gentle strip observer

Outcome

One actual movement note with receiver unknown.

Steps

Adult checks a broad strip and clear space; child predicts what may move and agrees one gentle flex/release. Observe visually or direct a helper. Describe only actual movement and optional heard report. Separate own event fromF2 reference; ask how a receiver effect could be investigated safely later.

Part 2

Id

Limit

Reading a fact can support knowledge; it does not complete conducting evidence.

Name

Quiet reference explainer

Outcome

An attributed general explanation and an open practical gap.

Steps

ReadC07 and the shortF2 fact card. Put model/fact/own blank columns on W04. Draw source and receiver labels without provider artwork. Explain which connection is general source knowledge and which actual effect remains untested here.

Part 3

Id

Limit

Model setting is an authored illustration, not measured frequency/amplitude or listener response.

Name

Frame-by-frame director

Outcome

Two small movement storyboards with labels.

Steps

Set model choices deliberately, Step one frame at a time, pause to sketch each position and reset model alone. Paper route rotates through the same four position cards. Compare two chosen model settings and tell a reader that the frame is a model, not a recorded sound.

Six moves

Part 1

Hook3min: move one paper strip then stop. Is this a drawing, a moving strip or a sound record?

Part 2

Teach5min: separate source movement, receiver movement and evidence type. GeneralF2 fact is an external reference; our own strip observation is a different event.

Part 3

Read5min: read fullC07 model notes and boundedF2 fact. Do not draw a measured wave graph or show an ear diagram as if collected locally.

Part 4

Model5min: step a still drawing manually; label what changed and what the model cannot show.

Part 5

Try12min: choose strip observation, quiet receiver explainer or manual model storyboard. Reader may decline animation and use all four paper frames.

Part 6

Exit4min: child shows one labelled distinction and one unanswered receiver question. D-first source offered separately.

Teacher preparation

Prepare C07–08,V04,W04 and F2 facts card. SoundDesk model has no audio and no automatic motion. Optional adult-approved broad paper strip can be gently flexed once in open space; no rigid ruler/flinging material. The observed strip motion demonstrates that strip motion only. Use source-labelled general receiver fact, not a pretended tested speaker/ear experiment.

Title

See a movement, name its source

Worksheet

W04 Three evidence lanes: empty Actual event, Supplied model, Referenced general fact, plus source/action/receiver/not tested/question. Four blank storyboard frames carry no preset motion arrows.

Part 5

Child job

Make a tiny record table a reader can trust.

Day

Guided different try

C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.”

Held offer

No held offer; use practice organiser only.

Home

HomeH05: organise three everyday story cards into source/action/note rows. One card deliberately has “not recorded”. Your child can use drawings and move counters. Ask what the counters count; no survey of neighbours is needed.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

Observe

Observe row pairing, represented-count meaning and unknown treatment. Record whether child authored/selected/dictated the organiser; do not equate neatness with science.

Ordinary model

C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.

Partial curriculum

Part 1

AC9S2I03

Part 2

AC9S2I04

Part 3

AC9S2I05

Part 4

AC9S2I06

Project

ProjectX05: make an evidence mini-museum with three labelled report rows and a question pocket for missing information. A visitor tries to find a full source for one row. Keep all notes visibly supplied or actual.

Read aloud

R05: “A table can keep our clues together. Object, action, note. Check the full note before you move a card. An empty report is a gap, not proof of silence. Our counters count notes. They do not measure how loud a sound was. What should a reader ask about the gap?”

Routes

Part 1

Id

Limit

Same descriptor/repeat count does not measure sound intensity or prove a universal pattern.

Name

Own note keeper

Outcome

Two real event records and a defensible organiser.

Steps

Agree one permitted action if desired, predict then run at most two gentle repeats with stop choice. Record every actual event separately including unsure/no report. Sort own rows by action or evidence kind and count rows; explain exact meaning of each count.

Part 2

Id

Limit

Fictional note counts are not current class results.

Name

Quiet makers-fair archivist

Outcome

Faithful supplied table with a limited pattern.

Steps

Read allC09/C10. Choose one collection at a time; build a table with blank own row. Pair exact labels and keep unknowns. Check each row against its full source before making a bounded pattern sentence.

Part 3

Id

Limit

Physical tokens represent records, not actual sound waves or decibels.

Name

Walk the record path

Outcome

A concrete data model with corrected source pairing.

Steps

Place large object/action/report cards on the floor/table. Use one token per recorded event, including an unknown report row; helper moves tokens if preferred. Child selects a rule, then undoes one placement by checking source. Draw the organiser or dictate a caption.

Six moves

Part 1

Hook3min: intentionally place a note beside the wrong object label, then ask reader what would go wrong.

Part 2

Read5min: allC09 records, including unknowns; child finds their source/action pair.

Part 3

Teach5min: sorting is a chosen rule. A report count is a count of records. Keep “not recorded” out of a false “no sound exists” total.

Part 4

Model5min: put three supplied rows in a table, then count exact represented rows with tokens.

Part 5

Try12min: choose own event recorder, quiet table maker or floor-token organiser. Each has one explicit rule and a check against full records.

Part 6

Exit4min: reader reconstructs a row. Invite a new question, not a performance mark. No held assessment required today.

Teacher preparation

Prepare C09–10,V05,W05. Supplied notes clearly say fictional and have no local dates. Real route reuses approved quiet procedure chosen earlier, not new louder sounds. Provide counters/picture tokens for represented reports, never loudness units. Counts describe recorded notes, not sound energy.

Title

Keep the reports together

Worksheet

W05 Record table: four wholly empty rows with Event/source, Action, Exact report or not recorded, Evidence kind; empty Sorting rule, Count means and New question. No preprinted checkmarks or results.

Part 6

Child job

Help a pretend shop compare one thing at a time.

Day

Guided different try

C12 fictional bookshop compares lid/tap near helper with cardboard/shake far away; reports “soft” and “soft”. Possible: “Several things changed, so matching words do not isolate an action effect.”

Held offer

A-later fresh context/source; compare eligible first evidence only if first had same opportunity.

Home

HomeH06: compare two pretend dinner-service plans on paper. Which keeps object and helper spot similar? Let your child circle a still-unmeasured factor. Actual sound is optional and must be gentle, wanted and approved; a plan alone is useful.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If all changes counted as fair, use unrelated toy-travel plan: compare rolling on same mat versus rolling different toys on different ramps. Child chooses which answers a mat question then designs a new sound comparison.

Observe

Observe purpose-linked change/consistency and bounded prediction/result comparison. With-guidance reasoning is explicitly valid opportunity underI05.

Ordinary model

C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.”

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2I01

Part 3

AC9S2I02

Part 4

AC9S2I05

Part 5

AC9S2I06

Project

ProjectX06: make a test-plan folder with question, prediction, chosen change, similarities, record and remaining question. Leave actual result empty until performed. Invite a reader to find one improvement rather than grade the child.

Read aloud

R06: “Our pretend shop wants a useful comparison. What are we changing? What should stay similar? A plan can help us, and it can still have a gap. Put your prediction before your result. Then check what the record really says. We can ask a new question when one thing is still unknown.”

Routes

Part 1

Id

Limit

No controlled-force or universal cause claim unless actually supported.

Name

Real one-change planner

Outcome

A practical plan/result/guided fairness card.

Steps

Choose an adult-approved question about two gentle actions on one object or decline. Predict, name change and similarities, perform only welcome actions, record actual results including uncertainty. Compare to prediction with guidance and identify remaining unmeasured factor.

Part 2

Id

Limit

Reviewing a plan is not following the practical procedure.

Name

Quiet shop reviewer

Outcome

A source-grounded fairness explanation.

Steps

Read both full ordinary sources. Build two plan panels and highlight only stated similarities/changes. Choose which better fits its stated question, give a source clue and a limited next question. Do not make the missing actual child result.

Part 3

Id

Limit

Card rehearsal does not prove real-world equal conditions.

Name

Rehearse the change

Outcome

A comparison model and prospective investigation plan.

Steps

Lay out object/action/spot cards. A helper changes exactly the card child requests in a silent rehearsal; child checks what else stayed visibly unchanged in the model. Sketch before/after and write a new real test question with outcome open.

Six moves

Part 1

Hook3min: two toy-shop cards change both object and action. Can they answer an action-only question?

Part 2

Read5min: completeC11 matched intention andC12 multi-change notes. Locate C11’s explicitly supplied before-trial prediction separately from its question and after reports.

Part 3

Teach5min: a useful plan names the question/change and what should stay similar. Planned consistency is not evidence that every variable stayed identical.

Part 4

Model5min: compare the exact record with its prediction; describe only the supplied result.

Part 5

Try12min: real plan, quiet shop reviewer or action-card rehearsal. Child changes one plan choice for a purpose and explains remaining limits.

Part 6

Exit4min: ask “What question could this comparison answer?” Offer A-later separately after practice.

Teacher preparation

Prepare C11–12,V06,W06. Adult approves any real low-volume pair; one deliberately chosen comparison factor, same observer spot where possible, no pretend measured force. Keep local safety/sensory consent ongoing. Comparison critique can be complete quiet source work.

Title

Is our comparison useful?

Worksheet

W06 Plan-and-check: empty Question, Prediction/experience, Changed factor, Kept similar, Safe stop/procedure, Actual or supplied result, Compared with prediction and Remaining question.

Part 7

Child job

Make a respectful guide for different listeners.

Day

Guided different try

C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.”

Held offer

B-later complete neutral new source; no assumed real listener ability.

Home

HomeH07: ask if your child wants a printed/picture cue for a pretend game. No one has to hear or perform a noise. Design a choice menu together; share preferences only if they want. Never record a voice for this task.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If unsure treated as wrong, use unrelated temperature-preference story: one person says warm, another unsure; no readings exist. Model preserving both accounts and what a measurement would need, then child revisits fresh sound reports.

Observe

Observe separate attribution, known/unknown circumstances and choice respectful of other reports. Access support is not a hearing-quality scale.

Ordinary model

C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.”

Partial curriculum

Part 1

AC9S2H01

Part 2

AC9S2I03

Part 3

AC9S2I05

Part 4

AC9S2I06

Project

ProjectX07: design a two-route scene-start kit: own picture/text choice plus optionally approved gentle source/action plan. Add a feedback invitation with empty answers. Test whether cards are readable/locatable, keeping sound and user success unclaimed.

Read aloud

R07: “Two people can give different reports. We can keep both. We do not have to pick a winner. What did each person say? What do we not know? Our little guide can offer a picture, a word, a sound or no cue. Ask the reader which they want. You can choose, too.”

Routes

Part 1

Id

Limit

No hearing ranking, diagnosis or claim all receivers responded.

Name

Voluntary report collector

Outcome

An actual record with respectful cue options.

Steps

Invite up to two willing reporters for a single school-approved gentle event; quietly declining is a valid choice. Record anonymous voluntary words separately without audio. Ask what circumstances are known/unknown and offer a visual or tactile-card cue for the chosen job.

Part 2

Id

Limit

Provided reports are not own sensing observations.

Name

Quiet train adviser

Outcome

An attributed fictional advice card.

Steps

ReadC13/C14 fully. Put M and N reports in separate columns; circle known circumstances and write one unknown. Make a two-choice job guide that preserves uncertainty and lets reader choose without testing hearing.

Part 3

Id

Limit

Role play does not prove actual sensory access or reader success.

Name

Reader-choice theatre

Outcome

An inclusive designed choice and an open user-feedback box.

Steps

Use role cards asking for a picture start cue, a printed word cue or no cue. Child arranges a pretend scene and offers the selected mode; helper confirms only whether the chosen card was offered. Add space for a real user’s feedback if invited later.

Six moves

Part 1

Hook3min: two readers prefer different book covers; both preferences can be recorded without a winner.

Part 2

Read5min: fullC13 listener reports; identify exact agreement and difference.

Part 3

Teach5min: preserve attribution and circumstances. Different reports do not prove one person is wrong or one has a condition.

Part 4

Model5min: ordinary writer keeps both reports and an unanswered checking question.

Part 5

Try12min: voluntary two-reporter event, quiet evidence editor or different-reader role cards. Child offers a choice rather than designing a louder signal.

Part 6

Exit4min: reader points to their preferred option or passes. Offer B-later separately.

Teacher preparation

Prepare C13–14,V07,W07. Do not ask children to guess speakers or disclose hearing diagnoses. Reports volunteered about gentle approved events remain anonymous in shared materials; no recording. A child may observe/draw/read silently. Refer to differences as information, not deficits.

Title

Two reports can both matter

Worksheet

W07 Reports-and-choice: empty Reporter code, Exact report, Known circumstances, Unknown circumstances, Agreement/difference, Job choice and Feedback still to ask. No names/health fields.

Part 8

Child job

Ask a fair muffling question without guessing its result.

Day

Guided different try

C16 fictional theatre log states same lid action and observer spot, cover absent report “tap”, cover present report “less clear to this reporter”. Force unmeasured. Possible: “One supplied reporter found covered less clear; this is not a measured reduction or a claim about every cover.”

Held offer

C-later held fully new notes and exact prompts.

Home

HomeH08: on paper, plan whether a pretend cushion might change a puppet prop report. Ask what to keep similar and what a real report would need. No wrapping devices, ear tests or sound demand. Bring back the question if desired.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If prediction becomes result, use an unrelated paper-bridge story predicting two toy figures will fit but no trial held. Put prediction before blank trial area, then child reconstructs a fresh cover record.

Observe

Observe separation of prediction, reported outcome and missing outcome; practical versus unperformed status recorded honestly.

Ordinary model

C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.”

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2I01

Part 3

AC9S2I02

Part 4

AC9S2I03

Part 5

AC9S2I05

Part 6

AC9S2I06

Project

ProjectX08: create an open-question test board with clearly separated Before prediction, Procedure, Results still open and Next question. A partner reviews the plan and leaves their own feedback blank until offered.

Read aloud

R08: “Could a cover change a report? That is a question. We can predict and still say ‘not tried’. A missing result needs room, not a pretend answer. Choose a gentle real try or a quiet plan. If you stop, keep the plan. Our guide is useful when it tells the truth about what happened.”

Routes

Part 1

Id

Limit

No decibel reduction, hearing-protection certification or universal winning material.

Name

Gentle cover question

Outcome

An honest actual comparison with limits or an unperformed plan.

Steps

With adult approval name cover/no-cover as chosen change, predict based on experience and agree one gentle event each with same observer spot where possible. Record only welcome actual reports or uncertain/no report. With guidance compare to prediction and note unmeasured force/fit. Stop rather than increase volume.

Part 2

Id

Limit

No actual muffling experiment performed.

Name

Quiet gap detective

Outcome

A faithful prediction/result/gap guide.

Steps

Read completeC15/C16. Sort prediction, supplied result and missing result cards. Make an organiser for one source, leaving its gap plainly labelled. Give a question that would help decide the stated job, not an invented outcome.

Part 3

Id

Limit

Covering a drawing does not physically muffle sound.

Name

Design the next test

Outcome

A usable guided future plan with quiet parity.

Steps

Build a tabletop paper plan with cover/object/action/spot cards. Child chooses one change and a way to record report provenance. Helper mimes sequence; child revises any unsafe/unclear instruction. Leave real result boxes empty.

Six moves

Part 1

Hook3min: show an uncovered and cloth-covered pretend prop picture. Which is a prediction and which is a result?

Part 2

Read5min: C15 prediction and supplied records including the missing covered result.

Part 3

Teach5min: a muffling question can remain open. A cover may change more than one condition; personal descriptions are not a level-meter reading.

Part 4

Model5min: make a before/after organiser without inventing an after report.

Part 5

Try12min: optional approved cover comparison, quiet gap detective or cover-plan builder. Child picks a useful further question.

Part 6

Exit4min: check every result label against actual/source notes. Offer C-later separately.

Teacher preparation

Prepare C15–16,V08,W08. Real optional setup uses only adult-approved empty container and broad soft cloth outside container; no ear covering, face covering, electronics wrapping or hidden small loose objects. Agree gentle action/listener spot and stop. No requirement to hear or to find a winning material.

Title

Could a cover change the report?

Worksheet

W08 Muffling inquiry: empty Purpose, Question, Prediction/experience, Safe procedure, Cover choice, Similarities, Uncovered note, Covered note, Evidence kind and Comparison/question; missing results stay empty.

Part 9

Child job

Give a reader a choice, a clue and a next question.

Day

Guided different try

C18 fictional kitchen role play wants no sound while another group reads. No sound reports provided. Possible: “A printed turn card fits this quiet job; a future reader can tell us if its instruction is clear.” No noise-law/local acoustic fact claimed.

Held offer

D-later after ordinary work; separate source/criteria invisible to learner.

Home

HomeH09: let your child show one guide in their chosen mode. Ask “Which clue helped your choice?” and “What is still to try?” Five minutes and one part are enough. Give optional feedback without changing their words.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If “best everywhere” persists, use unrelated library opening-time cards where one branch has a supplied time and another none. Make a branch-bounded advice sentence, then child refines a different sound guide.

Observe

Observe evidence-matched purpose choice, uncertainty and communication accessible to intended reader. Ineligible supported coaching is recorded before any held judgement, not hidden.

Ordinary model

C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.”

Partial curriculum

Part 1

AC9S2U02

Part 2

AC9S2H01

Part 3

AC9S2I04

Part 4

AC9S2I05

Part 5

AC9S2I06

Project

ProjectX09: assemble a pocket guide with own/supplied evidence clearly named, two genuine job choices and an unresolved question. Add feedback slots for later reader use; submit a copy for teacher review only with consent.

Read aloud

R09: “Make your guide useful for one little job. Give the reader a choice and a clue. Say where the clue came from. If something is still to try, leave a question. You can show one part, keep two versions, or use paper. The reader can tell you what was clear. Their feedback belongs to them.”

Routes

Part 1

Id

Limit

Reader finding a label does not prove sound performance, safety certification or science mastery.

Name

My actual clue guide

Outcome

A source-qualified own guide with actual optional readability feedback.

Steps

Select an earlier actual note you own and a named job. Copy its words accurately, state its real procedure/help and known limits. Make a bounded choice plus question. Invite a willing reader to find the clue, record only real feedback and revise one unclear label.

Part 2

Id

Limit

No real setting/child sound result inferred.

Name

Quiet source guide

Outcome

A supplied-fiction recommendation and open test.

Steps

ChooseC17 orC18; read whole source. Make a guide with job/source/action/report or no-sound choice, remaining gap and reader invitation. Attribute fiction and leave own physical outcomes unclaimed. A helper can scribe exact child words.

Part 3

Id

Limit

Literal preview/kept-version comparison does not judge scientific correctness.

Name

Fold, preview, choose

Outcome

A purposeful own-word product and an explicit chosen revision.

Steps

Create a paper fold-out or SoundDesk draft with own job/clue/question. View Job, Action, Clue or All my words one scope at a time; keep up to two versions only by explicit action. Compare versions by their labels and decide what fits your purpose, without auto-selection or assessment.

Six moves

Part 1

Hook3min: a one-line guide says “Use this sound everywhere”. Ask what a new reader would still need.

Part 2

Read5min: completeC17 job and limited supplied notes.

Part 3

Teach5min: bounded recommendation = named job + relevant clue + limit/question. It can recommend a quiet card.

Part 4

Model5min: keep ordinary guide distinct from held task. Show one complete possible paragraph and an invitation with no answers.

Part 5

Try12min: actual-own guide, quiet source guide or paper/digital fold-out. Child may complete only one part today.

Part 6

Exit4min: willing reader locates one clue and chooses a feedback response; record actual comments only. Offer D-later separately.

Teacher preparation

Prepare C17–18,V09,W09. Child chooses pretend domain/game/reading/maker job; no public deployment/alarm/assistive-device performance claims. Provide all three evidence-kind labels. Optional reader interaction tests only locating/understanding the guide and requires consent; do not auto declare it successful.

Title

Make a guide that fits a job

Worksheet

W09 Useful guide: empty Intended reader/job, Choice, Source and exact clue, What that clue supports, Limit, Next question, Reader invitation and Optional actual feedback. No mandatory positive rating.

Part 10

Child job

Choose one improvement worth keeping.

Day

Guided different try

C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.”

Held offer

Folio selection only; no forced retest or annual completion.

Home

HomeH10: celebrate a chosen clue, not a score. Child can keep guide private or show it. Ask which part helped and which question remains. Bring an optional drawing or dictated sentence; no comparison with other children.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If polish becomes evidence, use unrelated garden sign drafts: decorated sign missing plant name versus plain sign naming plant/source date. Child chooses the useful information change, then names one next science question.

Observe

Observe useful revision, source status and child ownership. Teacher compares eligible opportunities item-by-item descriptively, never total32toQueenslandgrade.

Ordinary model

C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.”

Partial curriculum

Part 1

AC9S2H01

Part 2

AC9S2I05

Part 3

AC9S2I06

Project

ProjectX10: make a portable folio envelope containing own guide, evidence-kind legend, one original model page and next inquiry plan. Teacher reviews what was actually observed versus supplied. Choose a later block for missing sound/receiver/material/sky opportunities.

Read aloud

R10: “Look at one thing you changed. Why is it useful? You can keep it, try a new idea or stop here. A question can be part of a finished guide. Tell the reader which clue is yours and which came from a source. We have more science to explore another day. Choose what you want to share.”

Routes

Part 1

Id

Limit

Ten slots/eight cases do not certify full-year sound inquiry or annual attainment.

Name

My evidence folio

Outcome

A child-selected revision note and teacher partial evidence record.

Steps

Choose one own initial/later ordinary product or eligible held pair with teacher guidance. Identify exact changed label/reason and actual opportunity/support; do not copy staff key. Keep one useful version and set a different next question. Practical gap can remain explicitly open.

Part 2

Id

Limit

Ordinary models are practice, not independent held evidence.

Name

Quiet revision editor

Outcome

A fresh bounded guide from supplied models.

Steps

ReadC19/C20 whole. Explain one useful change inC19 and missing information inC20. Make a fresh mini-guide for another pretend job, leaving its own outcome blank. Invite feedback without predicting it.

Part 3

Id

Limit

Exhibit participation/appearance is not a mastery score or clinical access check.

Name

Mini-exhibit curator

Outcome

A consent-led display and one next-teaching question.

Steps

Arrange paper/digital guide, movement-model caption and chosen record in separate evidence lanes. A willing visitor chooses one item; child explains its provenance in spoken/AAC/drawing/text mode. Record only actual visitor words; keep/private choices remain available.

Six moves

Part 1

Hook3min: two ordinary guide drafts show different source labels. Ask which change helps a reader and why.

Part 2

Read5min: C19 revision and C20 open reader feedback.

Part 3

Teach5min: improvement needs an identified change/reason, not a perfect-looking card. Unknowns are honest science.

Part 4

Model5min: show an ordinary revised label and a different next investigation question.

Part 5

Try12min: choose personal evidence folio, quiet revision editor or mini-exhibit. Let child finish one meaningful part and name one next question.

Part 6

Exit4min: child chooses share/private/pass. Teacher records partial opportunity, eligible evidence and next teaching separately; revisit other year2science later.

Teacher preparation

Prepare C19–20,V10,W10 and optional first/later folio pairs; verify opportunity/support/source familiarity for each comparison. Do not use item sums as grade or force all assessments. Have a quiet celebration/display choice and a private keep/take-home option.

Title

Show what changed, choose what is next

Worksheet

W10 Revision and next: empty Earlier product identity, Later product identity, Exact change, Why it helps, Evidence/opportunity/support, Still unknown, Next learning question and Optional sharing choice. No filled results/ratings.

Ordinary · complete original material

Part 1

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Choose a job and find the action clue.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C01

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Listen/read/point for the exact source-qualified distinction named in the invitation; record authorship, support and actual/supplied/model mode. A selected label without its meaning does not prove the whole understanding.

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Ask child to point to the wanted job, then to the stated action. Cover the ordinary worked line while they try a new card.

Whole original context source and possible worked

Part 2

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Make a quiet job card from the pointing clue.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C02

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Move the pointing cue beside the quiet job. Ask which part was actually tried and which remains a reader question.

Whole original context source and possible worked

Part 3

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Build two exact report rows.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C03

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Draw source/action/report columns and read each entire supplied row before placing it.

Whole original context source and possible worked

Part 4

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Find which part of the shake note is missing.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C04

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Put a question token beside the missing result rather than writing silent. Child invents a separate untested action row.

Whole original context source and possible worked

C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.”

Part 5

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Sort the two kinds of describing words.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C05

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep high/lower under Pitch and soft under Loudness; define categories as descriptions, not measured scores.

Whole original context source and possible worked

Part 6

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Ask what bright means without guessing.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C06

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Let child retain bright exactly and request a comparison/reference meaning. Do not silently translate it to high.

Whole original context source and possible worked

Part 7

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Tell a reader what the four positions show.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C07

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Read the caption no time measurement before stepping the frame.

Whole original context source and possible worked

Part 8

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Explain what the seen bend does not establish.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C08

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Separate source moved from receiver effect; show which source would be needed for each claim.

Whole original context source and possible worked

Part 9

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Count records without counting an unknown as silence.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C09

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Make one token mean one event row, including the not-recorded report row.

Whole original context source and possible worked

Part 10

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Describe the two supplied repeats carefully.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C10

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep repeats separate and locate the exact repeated word, then state the limited count.

Whole original context source and possible worked

Part 11

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Review the comparison against its question.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C11

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Name action as the planned change and ask which similarities were only planned.

Whole original context source and possible worked

Part 12

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Name a multi-change limit.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C12

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

List object/action/spot changes so child can see the action-only question is unresolved.

Whole original context source and possible worked

Part 13

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Keep both reports without choosing a hearing winner.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C13

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep M and N words in their own attributed places; unsure is a report.

Whole original context source and possible worked

Part 14

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Offer a choice before assuming reader needs.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C14

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Ask how the reader wants information before proposing a sound cue. Keep any user answer open.

Whole original context source and possible worked

C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.”

Part 15

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Keep a prediction separate from a missing result.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C15

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Place prediction before a genuinely empty covered-result space.

Whole original context source and possible worked

Part 16

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Use one reporter’s covered note carefully.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C16

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Link less clear to this reporter, keeping measured level and other covers unresolved.

Whole original context source and possible worked

Part 17

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Recommend a bounded scene cue.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C17

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Underline named scene and exact short clue. Ask what was not tried.

Whole original context source and possible worked

Part 18

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Make a guide for a no-sound purpose.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C18

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Allow no-sound recommendation justified by the stated quiet job, not by an invented acoustic reading.

Whole original context source and possible worked

Part 19

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Identify one useful information revision.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C19

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Compare actual information changes, without choosing by decoration.

Whole original context source and possible worked

Part 20

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Invite feedback without filling its answer.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C20

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Offer a real optional reader instruction test; record only their actual feedback.

Whole original context source and possible worked

C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.”

Supplementary · complete original material

Home

Part 1

Day

Do

Follow the specific job in the complete named H01 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H01

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Child selects this offer, a quiet supplied-note version, a drawing/dictation/AAC version or pass. Use the matching full ordinary context only if reading is wanted; hold assessment sources remain separately teacher offered.

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 2

Day

Do

Follow the specific job in the complete named H02 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H02

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 3

Day

Do

Follow the specific job in the complete named H03 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H03

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 4

Day

Do

Follow the specific job in the complete named H04 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H04

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 5

Day

Do

Follow the specific job in the complete named H05 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H05

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 6

Day

Do

Follow the specific job in the complete named H06 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H06

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 7

Day

Do

Follow the specific job in the complete named H07 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H07

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 8

Day

Do

Follow the specific job in the complete named H08 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H08

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 9

Day

Do

Follow the specific job in the complete named H09 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H09

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Part 10

Day

Do

Follow the specific job in the complete named H10 offer in the Whole offer section. Adult asks one open question and writes only the child’s exact words with their permission; keep the child’s card different from the worked model. If real activity is desired, use only a prior school-approved gentle procedure with willing participants and stop choice.

Handover

Teacher receives only a volunteered copy and records helper/script/source exposure. Home work is additional opportunity, not compulsory homework or independently eligible held evidence.

Id

H10

Quiet equivalent

Read/move the matching full ordinary note cards, describe their meaning and label supplied fiction. No sounding object is necessary; actual practical gaps remain recorded.

Record

Keep the chosen job, what actually happened or which supplied note was used, and one question still open. Optional drawing/paper token is enough; no photo/voice/personal detail required.

Start

Time

Optional5–10minutes; one part is sufficient.

Whole offer

Projects

Part 1

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X01 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X01

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 2

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X02 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X02

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 3

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X03 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X03

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 4

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X04 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X04

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 5

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X05 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X05

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 6

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X06 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X06

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 7

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X07 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X07

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 8

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X08 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X08

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 9

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X09 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X09

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Part 10

Assessment

Observe the project-specific distinction and the child’s reason for one change. This ordinary project is supported teaching, not a new independent held task by renaming it.

Build steps

Part 1

Choose the stated product purpose and a reader; child may choose a private pretend reader.

Part 2

Build the specific organiser/product described in the complete named X10 Whole project section. Keep actual, supplied and model evidence in clearly named places; leave unobserved outcomes genuinely open.

Part 3

Check one exact source clue against the complete source, then add a child-authored next question. Use the matching worksheet labels without copying an ordinary or staff worked answer.

Part 4

Invite a willing reader to locate one chosen feature, or use a silent helper rehearsal. Keep real feedback separate from imagined feedback. Revise one useful label if child agrees.

Day

Extension

Choose a genuinely new everyday job after the product is useful; plan missing observations before claiming its performance.

Id

X10

Materials

Folded scrap paper, pencil/picture or tactile labels and a matching full context; SoundDesk optional. School approves any chosen real objects before use.

Ownership

Child chooses which part to keep/share. Adult may help operate/scribe but records who did what; sharing and audience size do not determine science achievement.

Quiet equivalent

All product construction and source checking can be completed on paper with full supplied notes, pointing/AAC or exact scribing; no audio/device required.

Whole project

Read aloud

Part 1

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Adult may read, sign or present text/pictures in chunks; optional candidate narration later only after a real listen. No generated recording exists in this proposal. Pause/repeat/skip/stop choices are explicit; words also available in full print.

Id

R01

Whole original script

Part 2

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R02

Whole original script

Part 3

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R03

Whole original script

Part 4

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R04

Whole original script

Part 5

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R05

Whole original script

Part 6

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R06

Whole original script

Part 7

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R07

Whole original script

Part 8

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R08

Whole original script

Part 9

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R09

Whole original script

Part 10

Boundary

Original ordinary child script, not held-source answer coaching. A source read-aloud for an assessment must read the exact neutral case body and prompts without the teacher criteria/models.

Day

Delivery

Id

R10

Whole original script

Worksheets

Part 1

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Job

Part 2

Initial value

Label

Source object

Part 3

Initial value

Label

Action

Part 4

Initial value

Label

Observed or supplied note

Part 5

Initial value

Label

Evidence kind

Part 6

Initial value

Label

Still to try

Id

W01

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

Part 2

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Object

Part 2

Initial value

Label

Action1

Part 3

Initial value

Label

Note1

Part 4

Initial value

Label

Action2

Part 5

Initial value

Label

Note2

Part 6

Initial value

Label

Kept similar

Part 7

Initial value

Label

Not measured

Part 8

Initial value

Label

Next question

Id

W02

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W02 Two-row action log: blank Object, Action1, Note1, Action2, Note2, Kept similar, Not measured and Next question; distinct row labels and same generous response area.

Part 3

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Reporter/source

Part 2

Initial value

Label

Exact words

Part 3

Initial value

Label

Pitch comparison if known

Part 4

Initial value

Label

Loudness comparison if known

Part 5

Initial value

Label

Unknown/question

Part 6

Initial value

Label

My different example

Id

W03

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W03 Word passport: empty Reporter/source, Exact words, Pitch comparison if known, Loudness comparison if known, Unknown/question and My different example boxes; same-source words stay together.

Part 4

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Actual event

Part 2

Initial value

Label

Supplied model

Part 3

Initial value

Label

Referenced general fact

Part 4

Initial value

Label

Source/action

Part 5

Initial value

Label

Receiver

Part 6

Initial value

Label

Not tested

Part 7

Initial value

Label

Question

Id

W04

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W04 Three evidence lanes: empty Actual event, Supplied model, Referenced general fact, plus source/action/receiver/not tested/question. Four blank storyboard frames carry no preset motion arrows.

Part 5

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Event/source

Part 2

Initial value

Label

Action

Part 3

Initial value

Label

Exact report or not recorded

Part 4

Initial value

Label

Evidence kind

Part 5

Initial value

Label

Sorting rule

Part 6

Initial value

Label

Count means

Part 7

Initial value

Label

New question

Id

W05

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W05 Record table: four wholly empty rows with Event/source, Action, Exact report or not recorded, Evidence kind; empty Sorting rule, Count means and New question. No preprinted checkmarks or results.

Part 6

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Question

Part 2

Initial value

Label

Prediction/experience

Part 3

Initial value

Label

Changed factor

Part 4

Initial value

Label

Kept similar

Part 5

Initial value

Label

Safe stop/procedure

Part 6

Initial value

Label

Actual or supplied result

Part 7

Initial value

Label

Compared with prediction

Part 8

Initial value

Label

Remaining question

Id

W06

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W06 Plan-and-check: empty Question, Prediction/experience, Changed factor, Kept similar, Safe stop/procedure, Actual or supplied result, Compared with prediction and Remaining question.

Part 7

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Reporter code

Part 2

Initial value

Label

Exact report

Part 3

Initial value

Label

Known circumstances

Part 4

Initial value

Label

Unknown circumstances

Part 5

Initial value

Label

Agreement/difference

Part 6

Initial value

Label

Job choice

Part 7

Initial value

Label

Feedback still to ask

Id

W07

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

W07 Reports-and-choice: empty Reporter code, Exact report, Known circumstances, Unknown circumstances, Agreement/difference, Job choice and Feedback still to ask. No names/health fields.

Part 8

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Purpose

Part 2

Initial value

Label

Question

Part 3

Initial value

Label

Prediction/experience

Part 4

Initial value

Label

Safe procedure

Part 5

Initial value

Label

Cover choice

Part 6

Initial value

Label

Similarities

Part 7

Initial value

Label

Uncovered note

Part 8

Initial value

Label

Covered note

Part 9

Initial value

Label

Evidence kind

Part 10

Initial value

Label

Comparison/question

Id

W08

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

Part 9

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Intended reader/job

Part 2

Initial value

Label

Choice

Part 3

Initial value

Label

Source and exact clue

Part 4

Initial value

Label

What that clue supports

Part 5

Initial value

Label

Limit

Part 6

Initial value

Label

Next question

Part 7

Initial value

Label

Reader invitation

Part 8

Initial value

Label

Optional actual feedback

Id

W09

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

Part 10

Additional blank layout

W02 has two separate action/result rows; W04 four empty frames; W05 four empty event rows; other worksheets use generous blank drawing/text panels. No watermark/model text inside any own space.

Day

Fields

Part 1

Initial value

Label

Earlier product identity

Part 2

Initial value

Label

Later product identity

Part 3

Initial value

Label

Exact change

Part 4

Initial value

Label

Why it helps

Part 5

Initial value

Label

Evidence/opportunity/support

Part 6

Initial value

Label

Still unknown

Part 7

Initial value

Label

Next learning question

Part 8

Initial value

Label

Optional sharing choice

Id

W10

Paper spoken aac

Read labels in order or one chosen field at a time. Child can point/draw/sign/dictate; exact adult scribing keeps authorship noted. Do not turn a blank into a missing-ability mark.

Record kind

Blank ordinary practice mat; separate held four-prompt mats are specified in CASE-DATA and V13–20. This mat must not replace them.

Whole instruction

Cases · complete original material

Part 1

Complete neutral source

Original fictional puppet mechanic notes. Job: a short cue before the toy garage opens. Trial1: helper gently taps an empty plastic box once; supplied report “short tap”. Trial2: same box, helper rubs one edge once; supplied report “longer scratchy sound”. Same helper and observer spot are stated. Force was not measured. Before trials the helper predicted the two actions would give different reports. No trial with a real garage audience is supplied.

Components

Part 1

Accept other responses

Accept a different source-faithful response in text/drawing/speech/sign/AAC/exact scribing. No required wording, hearing performance or neatness score. Apply only the exact prompt/criterion; no unstated physical action or result required.

Exact component criterion

Names tap and rub and a supplied report difference; no measured pitch/loudness demanded.

Exact prompt

Name the two actions and one difference in the supplied reports.

Full individual next learning

Child invitation

Help a florist reader separate the wanted delivery place, action and actual stopping clue.

Guided different context

For a new pretend florist desk, slide a paper flower towards a pot drawing. Child predicts a stopping place, then performs or directs the gentle slide and records its actual position.

Id

N01

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child identifies actual action and reported result separately and leaves unperformed result open.

Ordinary possible model

“Roll the cart” names an action; “blue square” names the reported stopping place.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Place job, action and result labels in separate pockets; model the parcel record, then let child label the flower event without filling their result.

Part 3

Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.

Part 4

Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Parcel-ramp action labels

Whole unrelated teaching account

A fictional parcel desk rolls a toy cart down a flat paper path; record says it stopped beside the blue square. A second note says a card was slid to the red square. These are movement notes, not sound observations.

Id

A-first-1

Initial own value

One possible staff response

Tap and rub; the helper described the tap as short and rub as longer/scratchy.

Staff focus

U02 action/report variety partial knowledge

Part 2

Accept other responses

Exact component criterion

Identifies a supplied result/report rather than the before-trial prediction; exact source qualification retained.

Exact prompt

Which supplied clue shows what happened rather than only what was predicted?

Full individual next learning

Child invitation

Help a fruit-stall reader find the after card, then explain how it differs from the before idea. Leave the second envelope’s result open.

Guided different context

Complete different fictional fruit-stall account: before opening a picture-envelope at10:00, the helper expected four drawn apples, using yesterday’s four-apple card as the clue. The10:05 after-opening card reports one drawn apple. A second envelope has no after card. Ask the child to choose which card shows what happened, then compare it with the earlier expectation; no actual food task is required.

Id

N02

Mode opportunity

Next decision

If before and after still merge, reduce this new story to two labelled time cards and ask one question. If the after distinction is clear, offer a genuinely new ordinary before/after event later. These coached accounts are teaching, not untouched held evidence.

Observable next evidence

Child identifies the supplied after report rather than the prospective expectation and can keep the missing second result unknown; record each actual distinction and help separately.

Ordinary possible model

The08:50 three-book expectation is a before-opening prediction. The09:00 two-book entry is an after-opening report. It differs from that prediction; boxM’s missing count is still unknown rather than zero.

Teacher preparation

Print/read the complete library and fruit-stall accounts and their separate before/after headings. Keep the ordinary model on the staff page until the first meaning question. Offer big cards, AAC, drawing, signing or verbatim scribing with read-back; use no food, photos or sound.

Teacher sequence

Part 1

Read all library times and counts. Ask which statement was made before the box opened and which is an after report; keep the unseenM count blank.

Part 2

Model the three-versus-two distinction with separate time-labelled cards. Explain why the previous return record can be a prediction clue without guaranteeing the next count.

Part 3

Read the whole different fruit-stall account. Guide the first time label, then pause while the child chooses the actual supplied after card and compares it with four predicted apples; never insert your model into their own record.

Part 4

Ask what remains unknown about the second envelope and note the child’s exact source-qualified distinction, mode and support. Choose another unrelated before/after job if needed; do not rehearse the held tap/rub key.

Title

Library return prediction and record

Whole unrelated teaching account

Complete original fictional library account. At08:50, before the return box was opened, the helper predicted boxL would contain three returned books because the previous displayed return record had three. At09:00 the supplied after-opening record says boxL contained two books. BoxM has no count recorded. These are supplied story records, not a real library event or the child’s own prior prediction. The purpose is to make a label that separates what was expected from what was reported.

Id

A-first-2

Initial own value

One possible staff response

The supplied rub report says longer scratchy; it is a report after its trial, while the before idea was a prediction.

Staff focus

I05 prediction/result distinction with source

Part 3

Accept other responses

Exact component criterion

Purpose-linked choice uses an exact source clue and identifies the real audience/job trial as still open; alternative faithful quiet choice accepted.

Exact prompt

For the stated short-cue job, what might you choose and why? Say what remains untried.

Full individual next learning

Child invitation

Choose a pretend rest mat using a supplied/seen drawing clue, then ask what real outdoor information would still be needed.

Guided different context

Create a new pretend pet-rest scene with a roof drawing covering one paper mat and not another.

Id

N03

Mode opportunity

Next decision

Observable next evidence

Child gives a purpose-matched choice with evidence kind and a real-world question still open.

Ordinary possible model

For this pretend plan, tableP has the supplied shade clue; real comfort is untested.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model purpose/clue/limit with the picnic; guide one roof-picture placement, then invite a distinct mat choice and child-authored question. Do not take children to observe the Sun.

Part 3

Part 4 Title

Picnic shade choice

Whole unrelated teaching account

A fictional picnic plan wants a card to stand in shade. Supplied toy-scene note says umbrella drawing covers tableP, not tableQ; no real sunlight observation exists.

Id

A-first-3

Initial own value

One possible staff response

I could try the tap for the short cue because its supplied report was short. The real garage audience trial is untried.

Staff focus

H01/I06 purpose-bound communication

Part 4

Accept other responses

Exact component criterion

Gives one relevant planned similarity and a further comparison question; guidance permitted, no actual new performance required.

Exact prompt

With guidance, suggest one way to keep a new action comparison similar and ask a further question.

Full individual next learning

Child invitation

Suggest one change and one similarity for a useful toy-travel question, then ask a further question with guidance.

Guided different context

Lay two flat paper textures with a toy/card approved by adult. Plan a new question about travel without slopes, and leave any result open unless gently tried.

Id

N04

Mode opportunity

Next decision

Observable next evidence

Child connects comparison choices to the question and recognises an unmeasured factor.

Ordinary possible model

Mat was the planned change; unmeasured push limits a mat-only cause claim.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Show the car source in two panels. Ask what changed, what was only planned similar and what was not measured. Child directs a new safe plan without being told the result.

Part 3

Part 4 Title

Toy-car mat comparison

Whole unrelated teaching account

A fictional car desk compares the same toy rolled from a blue line on paper then cloth; stopping places differ. Release push was not measured.

Id

A-first-4

Initial own value

One possible staff response

Use the same box and observer spot for a new gentle action comparison. Would the reports differ again? Force still was not measured.

Staff focus

I02/I05 planned consistency/further question, no conducting claim

Delivery

Read/display the exact whole neutral source and prompts, with one question at a time if wanted. Do not read criteria/worked/next accounts. Each own page has initial-closed same-page full neutral source disclosure and an external whole-source link; paper mat repeats this source identity and four exact prompts.

Eligibility

Staff records learning opportunity, familiarity with source, prior answer exposure, adult help/operation/scribing, mode, self-directed versus guided reasoning and whether actual practical evidence was offered. After coaching on this source, use it as teaching and arrange genuinely fresh later evidence.

Exact four prompts

Part 1

Name the two actions and one difference in the supplied reports.

Part 2

Which supplied clue shows what happened rather than only what was predicted?

Part 3

For the stated short-cue job, what might you choose and why? Say what remains untried.

Part 4

With guidance, suggest one way to keep a new action comparison similar and ask a further question.

First later

First and later are eligible local evidence opportunities, not required timing or a numerical progress scale. Describing supplied outcomes does not demonstrate practical conducting; keep actual observations in a separate folio.

Id

A-first

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Puppet mechanic action notes

Part 2

Complete neutral source

Original fictional library play-scene notes. Job: a turn cue with a printed option for readers who want it. One gentle lid tap is described. ReporterP writes “soft tap”. ReporterQ writes “not sure what I heard”. Their locations are not recorded. A printed turn card is available but has not been tried by any reader in these notes. There is no voice recording, sound-level measurement or report of hearing ability.

Components

Part 1

Accept other responses

Exact component criterion

PreservesP soft tap andQ unsure as separate attributed reports.

Exact prompt

Keep each reporter’s supplied words beside the correct reporter.

Full individual next learning

Child invitation

Make two attributed reports without changing unsure into a wrong answer.

Guided different context

Offer new craft-cloth cards: helperX says smooth, helperY says unsure. Child reads/points to each exact account.

Id

N05

Mode opportunity

Next decision

Observable next evidence

Child keeps report identity and uncertainty instead of merging or ranking accounts.

Ordinary possible model

A’s word andB’s unsure belong to different reports; neither proves a diagnosis or a measured property.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read both garden accounts; model attribution, guide the cloth pairing, then child dictates a separate caption preserving both reports.

Part 3

Part 4 Title

Seed-tray report voices

Whole unrelated teaching account

A fictional garden note has growerA describing soil “crumbly” and growerB writing “not sure”; no photograph/measurement is supplied.

Id

B-first-1

Initial own value

One possible staff response

P: soft tap. Q: not sure what I heard.

Staff focus

I03/I06 source attribution reasoning

Part 2

Accept other responses

Exact component criterion

Identifies described difference and absent location/circumstance without diagnosing or ranking.

Exact prompt

What difference is supplied, and what circumstance is not known?

Full individual next learning

Child invitation

Tell a reader what is known and what question remains before planning a whole pretend visit.

Guided different context

Make a new pretend museum visit card with an opening time supplied but no closing time.

Id

N06

Mode opportunity

Next decision

Observable next evidence

Child uses stated information and names an unresolved circumstance without inventing it.

Ordinary possible model

First time is known in the story; second remains not supplied.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model known/unknown pockets with bus cards, guide museum opening/closing distinction and invite a child-authored enquiry. No live travel recommendation.

Part 3

Part 4 Title

Bus-stop timetable gap

Whole unrelated teaching account

A fictional play-town timetable lists one toy bus at09:00 and another with no time entered. It is not a current transport service.

Id

B-first-2

Initial own value

One possible staff response

P described soft; Q was unsure. Their positions are not supplied, and the notes do not tell why reports differ.

Staff focus

I05 different reports/unknown circumstances

Part 3

Accept other responses

Exact component criterion

Offers a relevant sound/printed/no-sound choice with reader trial/selection genuinely unresolved.

Exact prompt

Offer a choice for the stated turn-cue job. What reader response is still missing?

Full individual next learning

Child invitation

Offer a reader choice and record only their actual preferred option if volunteered.

Guided different context

Build a new pretend toy-exhibit with a picture label or an exact spoken/pointed label selected by a willing helper.

Id

N07

Mode opportunity

Next decision

Observable next evidence

Child offers a choice respectfully and keeps imagined versus actual feedback distinct.

Ordinary possible model

Two choices can be offered; the notes do not prove either works for every visitor.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model an invitation rather than an ability assumption. Rehearse the exhibit choice quietly and let the child ask a reader which route they want.

Part 3

Part 4 Title

Park-map reader choices

Whole unrelated teaching account

A fictional park map offers a large-text route card and a raised-line route drawing; no user trial occurred.

Id

B-first-3

Initial own value

One possible staff response

I would offer a printed turn card as well as an optional gentle cue; no reader has chosen or tried the card in these notes.

Staff focus

H01 purpose/options no sensory diagnosis

Part 4

Accept other responses

Exact component criterion

Purpose-linked further question and one planned similar circumstance; no invented measured condition or required actual trial.

Exact prompt

With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again.

Full individual next learning

Child invitation

Ask a purpose-linked next question and suggest one condition to keep similar.

Guided different context

Use a new pretend apron test: same fabric drawing with two folds on same dry mat; no wearing result supplied.

Id

N08

Mode opportunity

Next decision

Observable next evidence

Child links question to chosen change and does not turn a plan into a result.

Ordinary possible model

The notes cannot answer a material-only floating question.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

List boat changes with source cards; guide apron change/similarity pair, then child asks a new question whose answer remains open.

Part 3

Part 4 Title

Paper-boat fair plans

Whole unrelated teaching account

A fictional boat display compares folded paperA on a dry table with plasticB on a wet table. Two factors change; no floating test was done.

Id

B-first-4

Initial own value

One possible staff response

Which cue does a willing reader want? If comparing the same event, keep the observer spot similar and record it.

Staff focus

I01/I05 guided question/similarity

Delivery

Eligibility

Exact four prompts

Part 1

Keep each reporter’s supplied words beside the correct reporter.

Part 2

What difference is supplied, and what circumstance is not known?

Part 3

Offer a choice for the stated turn-cue job. What reader response is still missing?

Part 4

With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again.

First later

Id

B-first

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Quiet library prop reports

Part 3

Complete neutral source

Original fictional print-shop prop notes. CardR: helper gently scrapes an empty cardboard box edge; supplied words “higher pitch, loud”. CardS: helper gently rubs an empty plastic cup; supplied words “lower pitch, loud”. No frequency or sound-level measurements are supplied. CardT says only “bright sound”; the writer gives no definition or comparison for bright. Job: a guide that keeps pitch words separate from loudness words. No real child listening trial is supplied.

Components

Part 1

Accept other responses

Exact component criterion

SeparatesR higher/S lower pitch from shared loud loudness wording, as supplied descriptions rather than measurements.

Exact prompt

Which supplied words describe pitch, and which describe loudness, forR andS?

Full individual next learning

Child invitation

Describe each outline with two separate labels and explain what changed.

Guided different context

Build two paper tower outlines with same drawn height and different widths.

Id

N09

Mode opportunity

Next decision

Observable next evidence

Child keeps two descriptive categories separate; no sound claim or physical measurement is inferred.

Ordinary possible model

Tall is not a substitute for wide.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model tall/narrow with first source, guide same-height/different-width choice, then let child describe a new outline in their own mode.

Part 3

Part 4 Title

Tower height and width

Whole unrelated teaching account

A fictional block tower is tall/narrow; another is short/wide. These words answer different shape questions.

Id

C-first-1

Initial own value

One possible staff response

R higher andS lower are pitch words; both supplied cards use loud for loudness.

Staff focus

U02 two distinct descriptive dimensions

Part 2

Accept other responses

Exact component criterion

Recognises no defined pitch/loudness comparison for bright; does not force a category/result.

Exact prompt

What do the notes leave unknown about the word bright onT?

Full individual next learning

Child invitation

Help the parcel-label reader ask what the unclear word means. You can name an unknown without guessing its category.

Guided different context

Complete different fictional parcel-label account. One drawing is described as “long”, another “heavy”; neither is a measured reading. A third drawing’s label says “neat”, with no definition or comparison. The reader wants a clear packing guide. Invite a question about what neat means here and what description would help; keep any new measurement or packing outcome open.

Id

N10

Mode opportunity

Next decision

If the child guesses a category, reread only the full undefined label and ask where its definition is supplied. If they identify the gap, offer a different ordinary label-making job with a new ambiguity and a willing reader, keeping any reply distinct.

Observable next evidence

Child recognises an undefined description and asks a relevant clarification without forcing it into one of the provided attribute categories or inventing a result.

Ordinary possible model

P andQ name height/width descriptions. R’s word bold is not defined here; I would ask which feature and comparison the writer intended. I cannot choose tall or wide forR from this account.

Teacher preparation

Use the full museum and parcel accounts, big printed words and empty question space. Keep tall/wide and long/heavy as supplied descriptive categories, not measured equivalences. Offer pointing, spoken/signed/AAC or exact scribing; no actual parcel lifting or public feedback is required.

Teacher sequence

Part 1

Read the complete museum labels. Ask whatP andQ describe, then stop atR without supplying a definition for bold.

Part 2

Model an own clarification question, such as “Which feature and comparison did you mean by bold?” Explain that a missing definition is different from a recorded result or measured category.

Part 3

Read the complete different parcel account. Guide identifying the given long/heavy words, then let the child ask about neat in their own mode. Do not give the third parcel a size or mass.

Part 4

Invite the child to point to what is supplied and what their question would clarify. Record support and keep future information open. Return to a different unclear label if needed instead of revealing the held bright answer.

Title

Museum description needing clarification

Whole unrelated teaching account

Complete original fictional museum-label account. A paper display has labelP “tall outline” and labelQ “wide outline”. A third labelR says “bold”, with no definition, width, height or other comparison given. No new visitor response or physical measurement is supplied. The label-maker’s job is an accurate description for a reader, so they need to ask what the writer meant rather than force “bold” into tall or wide.

Id

C-first-2

Initial own value

One possible staff response

The notes do not define bright or give its pitch/loudness comparison; I would ask what the writer meant.

Staff focus

I05 source gap reasoning

Part 3

Accept other responses

Exact component criterion

PairsR scrape/higher-loud andS rub/lower-loud faithfully; table/drawing/dictation equivalent accepted.

Exact prompt

Make two matching record rows forR andS using each action and its exact description.

Full individual next learning

Child invitation

Create an accurate object/count table and state what the count represents.

Guided different context

Arrange a new pretend shop with three fruit drawings and one bread drawing in labelled baskets.

Id

N11

Mode opportunity

Next decision

Observable next evidence

Child preserves pairing and explains count units as tokens/drawings, not performance quality.

Ordinary possible model

Two belongs to red and one to blue; total counts tokens in these notes.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read each whole sports row; guide one basket count, then child pairs/counts the other basket and checks against actual drawings.

Part 3

Part 4 Title

Sports-token record rows

Whole unrelated teaching account

A fictional scorekeeper has red-team two tokens and blue-team one token; these counts are story records, not actual sport results.

Id

C-first-3

Initial own value

One possible staff response

R—scrape box edge—higher pitch, loud. S—rub cup—lower pitch, loud. Both are supplied notes.

Staff focus

I04 faithful organiser

Part 4

Accept other responses

Exact component criterion

Own question relates to useful description/source clarification for guide; new outcome stays open, no action required.

Exact prompt

Ask a question that would help the stated guide job without inventing a new result.

Full individual next learning

Child invitation

Choose a label for that pretend job and ask a next question before real use.

Guided different context

Use a new toy-book shelf sign asking for a short label; two label lengths are supplied as drawing boxes.

Id

N12

Mode opportunity

Next decision

Observable next evidence

Child justifies a limited purpose choice and states what a real user trial would need.

Ordinary possible model

The sign gives a display job, not verified growing advice.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model job/evidence/limit; guide label-box comparison, then child proposes a shelf-specific enquiry without claiming reader success.

Part 3

Part 4 Title

Plant-label purpose query

Whole unrelated teaching account

A fictional nursery sign says potP is for a sunny pretend display; no plant needs or local climate facts are supplied.

Id

C-first-4

Initial own value

One possible staff response

What comparison did the writer mean by bright so our guide can use it clearly? No new result is supplied.

Staff focus

I01/I06 purpose-linked enquiry

Delivery

Eligibility

Exact four prompts

Part 1

Which supplied words describe pitch, and which describe loudness, forR andS?

Part 2

What do the notes leave unknown about the word bright onT?

Part 3

Make two matching record rows forR andS using each action and its exact description.

Part 4

Ask a question that would help the stated guide job without inventing a new result.

First later

Id

C-first

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Toy print-shop describing cards

Part 4

Complete neutral source

Original fictional toy-aquarium display. A paper-strip drawing has four selected positions: centre, right, centre, left. Caption: movement model, no time or sound measurement. Helper note: a slowly moved cloth strip was seen moving; no receiver effect or sound report was recorded. Referenced general fact cardF2 (NIH/NIDCD, How Do We Hear?, last updated16March2022): incoming sound waves make the eardrum vibrate. Job: explain what our model shows and what an actual receiver investigation would still need. No real eardrum or speaker experiment occurred here.

Components

Part 1

Accept other responses

Exact component criterion

Identifies selected model positions/movement representation and absent time/sound measurement; no waveform or measured vibration-frequency claim.

Exact prompt

What does the four-position model show, and what does it not measure?

Full individual next learning

Child invitation

Tell a reader what the storyboard shows and what it cannot measure.

Guided different context

Make a new four-frame paper pet-toy movement loop; choose each position deliberately.

Id

N13

Mode opportunity

Next decision

Observable next evidence

Child describes represented movement without inventing time/distance data.

Ordinary possible model

Frames show selected positions; they do not give delivery speed.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read courier caption before moving cards; guide two pet frames, then child finishes and explains the model limit.

Part 3

Part 4 Title

Courier-envelope movement model

Whole unrelated teaching account

A fictional drawing sequence places an envelope at desk, door, cart and desk; no clock readings or delivery distances exist.

Id

D-first-1

Initial own value

One possible staff response

It shows selected strip positions; it does not measure time, pitch, loudness or real sound.

Staff focus

I04 model/literal evidence limits

Part 2

Accept other responses

Exact component criterion

General incoming-sound/eardrum account is reference knowledge; helper supplied source movement without receiver observation remains distinct.

Exact prompt

Separate the referenced general receiver fact from the helper’s supplied strip note.

Full individual next learning

Child invitation

Separate general idea from an unobserved particular event.

Guided different context

Provide a new pretend light card stating “lamps can light a room” alongside an empty room observation space. No mains equipment is handled.

Id

N14

Mode opportunity

Next decision

Observable next evidence

Child distinguishes a general statement from a specific result and keeps missing local observation open.

Ordinary possible model

A general reference does not prove it rained here today.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Use reference/actual columns; model the weather gap, guide lamp-note classification, then invite a child-authored check question for a toy room drawing.

Part 3

Part 4 Title

Weather-reference boundary

Whole unrelated teaching account

A fictional poster carries the supplied sentence that rain falls from clouds, but has no report for today at this school. Its fact wording is an ordinary teaching illustration, not a local forecast.

Id

D-first-2

Initial own value

One possible staff response

F2 is a general fact about incoming sound and eardrum vibration. The helper note only records seeing a strip move, not a receiver effect.

Staff focus

U02 receiver concept partial knowledge/reference vs actual

Part 3

Accept other responses

Exact component criterion

Message suits explanation purpose and uses an exact source/model/reference clue with status named; no pretended physical conducting.

Exact prompt

For the stated explanation job, give one useful source-qualified message.

Full individual next learning

Child invitation

Give a source-bounded recommendation and tell reader a limit.

Guided different context

Use a new pretend game counter box with room for three drawn tokens and a second box with no capacity note.

Id

N15

Mode opportunity

Next decision

Observable next evidence

Child ties choice to source clue and avoids “best everywhere”.

Ordinary possible model

BagA has the purpose-relevant supplied clue, but durability remains untested.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read all stall notes; model one recommendation. Guide matching three-token job to exact drawing, then child adds an unresolved practical question.

Part 3

Part 4 Title

Reusable-bag advice

Whole unrelated teaching account

A fictional stall wants a bag to hold two paper tickets. Supplied drawing shows bagA contains two, bagB untested; no real strength comparison exists.

Id

D-first-3

Initial own value

One possible staff response

Our display can say these are model positions and not an observed receiver result. The source caption says no sound measurement.

Staff focus

I06 source-qualified explanation

Part 4

Accept other responses

Exact component criterion

Relevant further receiver question with actual result unresolved; guidance allowed, no unstated test action requirement.

Exact prompt

With guidance, ask a further receiver question whose real result is still open.

Full individual next learning

Child invitation

Pose an unanswered question appropriate to the new plan rather than filling its result in advance.

Guided different context

On paper plan moving two drawing tokens into a basket; do it only if wanted and count actual placements.

Id

N16

Mode opportunity

Next decision

Observable next evidence

Child maintains prediction/result distinction while asking a useful next enquiry.

Ordinary possible model

The prediction does not establish a result.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model open question from pot source; guide token prediction before action, then child records actual or unperformed status and a next question.

Part 3

Part 4 Title

Garden-water plan unknown

Whole unrelated teaching account

A fictional watering plan predicts one cup will fill a toy pot, but no pour record exists. No plant-care amount is verified.

Id

D-first-4

Initial own value

One possible staff response

What safe evidence could show an actual receiver object responding to sound? That result is not supplied here.

Staff focus

I01/I05 guided further question

Delivery

Eligibility

Exact four prompts

Part 1

What does the four-position model show, and what does it not measure?

Part 2

Separate the referenced general receiver fact from the helper’s supplied strip note.

Part 3

For the stated explanation job, give one useful source-qualified message.

Part 4

With guidance, ask a further receiver question whose real result is still open.

First later

Id

D-first

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Toy aquarium movement cards

Part 5

Complete neutral source

Original fictional pop-up bakery scene. Job: a longer cue before the pretend tray changes. Same empty bowl/helper/observer spot are stated for both trials. Trial1 gentle tap once, report “short low tap”. Trial2 gentle rub once, report “longer scratchy sound”. Force was not measured. Before trials the helper predicted reports would be the same. No cue was tried with the bakery scene readers.

Components

Part 1

Accept other responses

Exact component criterion

Tap/rub plus one exact supplied description difference; no measured energy/level demanded.

Exact prompt

Name both actions and one supplied report difference.

Full individual next learning

Child invitation

Make an action catalogue that preserves which note belongs to which action.

Guided different context

Child directs a new safe paper crease and paper slide, or works with supplied exact notes, keeping modes named.

Id

N17

Mode opportunity

Next decision

Observable next evidence

Child compares variety with exact action-result provenance rather than assuming sound behaviour.

Ordinary possible model

Different actions have different supplied notes; object/action/result must stay paired.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model first workshop row, guide one new row with a helper, then child assembles the other and checks full source/actual event.

Part 3

Part 4 Title

Workshop action catalogue

Whole unrelated teaching account

A fictional craft workshop has paper fold—two corners meet; card slide—stops by edge. These are supplied material/motion descriptions.

Id

A-later-1

Initial own value

One possible staff response

Tap and rub; short low tap versus longer scratchy sound were reported.

Staff focus

U02 action variety

Part 2

Accept other responses

Exact component criterion

Recognises reports differ from same-report prediction; limits conclusion to supplied trials.

Exact prompt

Compare the supplied results with the before-trial prediction.

Full individual next learning

Child invitation

Make a three-lane kit record: requested, predicted before, reported afterwards. Explain one comparison without turning a request into evidence.

Guided different context

Complete different fictional craft-kit account. A maker asks for three drawn buttons. Before a packet is filled, the helper predicts three buttons because an earlier packet card showed three. The later fill record shows two buttons. No later record exists for a second packet. Ask the child to compare the explicit before expectation and after record while keeping the request separate. Use paper pictures only.

Id

N18

Mode opportunity

Next decision

If wishes and predictions blur, return to the time-labelled expectation and separate request in this new account, then ask one outcome question. If comparison is clear, choose a fresh ordinary event with another prediction/record pair; no annual or independent transfer judgement follows automatically.

Observable next evidence

Child compares an explicit prospective prediction with the supplied after record, states the difference within that story, and keeps desire/request distinct from both prediction and observation.

Ordinary possible model

The helper predicted two before packing, using earlier two-roll records. The after record shows one, so this supplied result differs from that expectation. The request for two is a wish, not itself a prediction or proof of packing. The second tray remains unknown.

Teacher preparation

Prepare the complete bakery/kit accounts and three large time/purpose lanes, not food or loose buttons. Keep staff model separate until initial response. Offer drawings, signing, AAC or helper read-back; label supplied fiction and actual support.

Teacher sequence

Part 1

Read the bakery request, explicit timed expectation and after entry. Ask when each was stated and which one gives the reported outcome.

Part 2

Model the two-predicted versus one-reported comparison, then show why the customer’s wish is not the prediction’s evidence or an observed result.

Part 3

Read the whole different kit account. Guide one lane heading, then allow the child to place or direct three statements, compare three predicted with two reported and leave the second packet unknown.

Part 4

Ask for the child’s reason and missing result; record exact words, source and support. Offer a new unrelated prediction comparison later if needed, not coached repetition of the held same-report sound task.

Title

Bakery expectation versus packing record

Whole unrelated teaching account

Complete original fictional bakery account. A customer requests two drawn rolls. Before packing at11:00, the helper predicts the tray will contain two rolls because the last two pictured orders each had two. After packing at11:05, the supplied record shows only one roll on this tray. A second tray has no packing record. The customer’s request, helper’s prediction and after record are different statements; no real food order or customer event occurred.

Id

A-later-2

Initial own value

One possible staff response

The supplied reports differ, unlike the helper’s prediction that they would be the same. This describes those notes only.

Staff focus

I05 prediction/results reasoning

Part 3

Accept other responses

Exact component criterion

Purpose-linked rub or other source-faithful choice uses longer clue and preserves real scene/reader trial unknown.

Exact prompt

For the longer-cue job, what could you choose using a clue, and what remains untried?

Full individual next learning

Child invitation

Choose what could help the costume reader find the return table. Give one supplied clue and keep the real reader trial open.

Guided different context

Complete different fictional rehearsal notice. The job is to help a costume-display reader find the return table. SignA has a labelled arrow toward the table on a plan; supplied helper note says it points to that drawn table. SignB has a swirl and no location note. No real display reader has used either sign. Invite a choice for that job, its exact clue and an untried-reader statement.

Id

N19

Mode opportunity

Next decision

If the response is only decorative preference, return to the complete named job and ask which supplied clue relates to it. If the job/clue/limit chain is clear, offer another ordinary reader product with a different purpose; avoid rehearsing the held longer-cue answer.

Observable next evidence

Child links a choice to a named useful reader job and a relevant supplied clue, and identifies actual reader use as untried rather than guaranteed.

Ordinary possible model

I could offerP for finding the next stop because the supplied note links its arrow to locating the drawn stop. Our actual game reader has not tried it; a different source-faithful option or an open choice is legitimate with its own relevant clue and limit.

Teacher preparation

Read/print the complete map and rehearsal accounts with two large option cards for each. The arrow is a plan drawing, not a visited place or universal access guarantee. Offer seated card placement, voice/sign/AAC or exact scribing; sharing with a real reader is optional and separately consented.

Teacher sequence

Part 1

Read the entire treasure job, both alternatives and the supplied note. Ask what the reader needs before discussing your own preferred choice.

Part 2

Model a purpose-linkedP choice with its exact locating clue and the untried reader boundary. Explain that a decorative preference can be expressed but does not establish the locating job.

Part 3

Read the different rehearsal account. Guide naming its return-table purpose, then let the child choose a sign or a faithful open choice, cite a relevant source clue and leave actual use unresolved.

Part 4

Ask what a willing real reader could later help check, without pretending they already used it. Record the child’s choice/reason/limit and any help; choose a fresh job if the source link still needs teaching.

Title

Treasure-path choice for a reader job

Whole unrelated teaching account

Complete original fictional treasure-map account. The job is to help a reader find the next stop on a paper trail. OptionP is a large arrow drawing; supplied note says a helper located the drawn next stop using that arrow on the plan. OptionQ is a decorative star with no pointing direction and no locating report. No actual treasure-game reader has tried either option. The clue is about the supplied arrow/plan event, not proof of success for a new reader.

Id

A-later-3

Initial own value

One possible staff response

I could try rub for longer because its supplied note says longer. Bakery scene readers have not tried it.

Staff focus

H01/I06 bounded purpose choice

Part 4

Accept other responses

Exact component criterion

Relevant planned similarity and new question with guidance; no performance/force certainty requirement.

Exact prompt

With guidance, suggest one similarity for a new action comparison and a further question.

Full individual next learning

Child invitation

Name one planned change, one similarity and a useful further question.

Guided different context

Design a new pretend museum-label comparison changing font size while keeping text/position same; no real user result yet.

Id

N20

Mode opportunity

Next decision

Observable next evidence

Child recognises multi-change limits and asks a purpose-linked next question.

Ordinary possible model

The plan cannot isolate colour preference.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

List cover changes, model a question-matched revision, then guide child to design the label plan and leave actual feedback blank.

Part 3

Part 4 Title

Book-cover trial fairness

Whole unrelated teaching account

A fictional reader trial compares red cover at large size with blue cover at tiny size. Colour and size both change; preferences are not supplied.

Id

A-later-4

Initial own value

One possible staff response

Keep bowl/helper/observer spot similar and ask whether a new gentle rub report will still be longer. Force remains unmeasured.

Staff focus

I02/I05 guided future comparison

Delivery

Eligibility

Exact four prompts

Part 1

Name both actions and one supplied report difference.

Part 2

Compare the supplied results with the before-trial prediction.

Part 3

For the longer-cue job, what could you choose using a clue, and what remains untried?

Part 4

With guidance, suggest one similarity for a new action comparison and a further question.

First later

Id

A-later

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Pop-up bakery prop comparison

Part 6

Complete neutral source

Original fictional garden-theatre start cue. Same gentle empty-tub rub event is described. ReporterM at a marked near spot writes “soft scratch”. ReporterN at another spot writes “unclear to me”. Exact distances are not measured. Job: offer a start cue without making readers compete to hear. A picture-start card is planned; no reader selection/use feedback is supplied. No reason for the difference or hearing-condition information is supplied.

Components

Part 1

Accept other responses

Exact component criterion

KeepsM soft scratch/N unclear to me attributed separately.

Exact prompt

Preserve each reporter and their exact supplied description.

Full individual next learning

Child invitation

Write two separate reports without inventing a reason for the difference.

Guided different context

New pretend bookmark reports readerX “clear word”, readerY “not sure”; no reading test supplied.

Id

N21

Mode opportunity

Next decision

Observable next evidence

Child preserves exact report ownership and avoids ability judgements.

Ordinary possible model

Keep both attributed descriptions and known limits.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model attribution with badge cards; guide one bookmark report pairing, then child dictates the second and a question about circumstances.

Part 3

Part 4 Title

Craft-feedback attribution

Whole unrelated teaching account

A fictional badge note has makerP say “easy to hold” and makerQ say “not sure”; conditions are absent.

Id

B-later-1

Initial own value

One possible staff response

M: soft scratch. N: unclear to me.

Staff focus

I03/I06 attributed reports

Part 2

Accept other responses

Exact component criterion

Reports different descriptions with unmeasured distance or unknown reason identified; no diagnosis/ranking.

Exact prompt

Name a supplied difference and one circumstance still unknown.

Full individual next learning

Child invitation

Sort known and unknown circumstances and ask for one useful missing detail.

Guided different context

Use a new pretend gallery record giving shelf position but not viewing height.

Id

N22

Mode opportunity

Next decision

Observable next evidence

Child names an actual supplied circumstance and an unresolved one accurately.

Ordinary possible model

Gate is supplied; lighting and sign distance remain unknown.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read full map record, guide gallery position/height lanes and invite a new question, not an assumed cause of a reader report.

Part 3

Part 4 Title

Playground-map circumstances

Whole unrelated teaching account

A fictional map report says visitor stood at gate, but no lighting or distance-to-sign information exists.

Id

B-later-2

Initial own value

One possible staff response

Reports differ; exact distances are not measured and whyN found it unclear is unknown.

Staff focus

I05 bounded difference

Part 3

Accept other responses

Exact component criterion

Relevant cue options preserve absent actual reader selection/use; no guaranteed accessibility claim.

Exact prompt

Offer a job-relevant choice and state what user response remains open.

Full individual next learning

Child invitation

Offer a job-relevant choice without claiming every reader can use it.

Guided different context

Create a new pretend pottery queue card offering picture turn or written word turn, with a helper’s voluntary selection.

Id

N23

Mode opportunity

Next decision

Observable next evidence

Child gives an inclusive bounded choice and respects refusal.

Ordinary possible model

A silent arrow fits the stated quiet purpose; effectiveness is untested.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model purpose/choice/gap from chess; rehearse pottery invitation, then child lets helper choose or pass and records only actual feedback.

Part 3

Part 4 Title

Quiet chess-turn choice

Whole unrelated teaching account

A fictional chess club wants turns shown silently; paper arrow cue is planned, no player trial occurred.

Id

B-later-3

Initial own value

One possible staff response

I would offer a picture-start card and an optional gentle cue; no reader’s selection/use is recorded.

Staff focus

H01 purpose/reader choice

Part 4

Accept other responses

Exact component criterion

Purpose-linked question plus planned similar circumstance; guidance allowed and result open.

Exact prompt

With guidance, ask a further question and name one circumstance to keep similar in a new comparison.

Full individual next learning

Child invitation

Ask what to investigate next and say one condition to keep similar.

Guided different context

Plan a new desk-organiser comparison changing one divider drawing while keeping same ticket drawings and tray.

Id

N24

Mode opportunity

Next decision

Observable next evidence

Child asks a useful guided comparison question rather than repeating an unsupported conclusion.

Ordinary possible model

Two changes limit a padding-only conclusion.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Show full packing record; guide organiser question/change relation, then child proposes a next enquiry with result left open.

Part 3

Part 4 Title

Packing-test question

Whole unrelated teaching account

A fictional packing record changed both box and padding when checking two paper tickets; no drop test is permitted.

Id

B-later-4

Initial own value

One possible staff response

Which start cue would a willing reader choose? For a new event comparison keep the observer spot similar and note it.

Staff focus

I01/I05 future question/similarity

Delivery

Eligibility

Exact four prompts

Part 1

Preserve each reporter and their exact supplied description.

Part 2

Name a supplied difference and one circumstance still unknown.

Part 3

Offer a job-relevant choice and state what user response remains open.

Part 4

With guidance, ask a further question and name one circumstance to keep similar in a new comparison.

First later

Id

B-later

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Garden theatre reader notes

Part 7

Complete neutral source

Original fictional costume-stall prop guide. Job: record pitch and loudness descriptions without guessing missing words. Uncovered empty lid/tap report by helper: “lower pitch, soft”. Cloth-covered same lid/tap report: “not sure about pitch, soft”. Same observer spot is stated; force and cover fit are not measured. Before trying, helper predicted covered would seem softer. No sound-level reading or real child trial is supplied.

Components

Part 1

Accept other responses

Exact component criterion

Uncovered lower pitch/soft and covered unsure pitch/soft kept in distinct categories; unsure not rewritten as higher/lower.

Exact prompt

Separate supplied pitch and loudness words for each row, retaining uncertainty.

Full individual next learning

Child invitation

Describe two distinct attributes without using one as the other.

Guided different context

Make a new pretend flag pair same height/different colour.

Id

N25

Mode opportunity

Next decision

Observable next evidence

Child keeps separate descriptive dimensions and identifies unspecified comparisons.

Ordinary possible model

Same colour can go with different drawn heights.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model height/colour organiser; guide one flag classification, then child describes a third flag in two categories.

Part 3

Part 4 Title

Garden tall versus green

Whole unrelated teaching account

A fictional plant drawing is tall/green; another short/green. Tall/short and colour are separate descriptive categories, not measured plant growth.

Id

C-later-1

Initial own value

One possible staff response

Uncovered pitch lower, loudness soft; covered pitch not sure, loudness soft, in supplied reports.

Staff focus

U02 separate descriptions and unknown

Part 2

Accept other responses

Exact component criterion

Both reported soft does not show the predicted softer comparison occurred; no quantitative reduction claim.

Exact prompt

Compare the supplied loudness reports with the prediction, keeping measurement limits.

Full individual next learning

Child invitation

Help the sign reader compare “clear/clear” with the before “clearer” idea. Keep the difference between a broad word and a measured change.

Guided different context

Complete different fictional shelf-sign account. Before a reader story trial, the helper predicts the large-print version will be clearer than the small-print version. The after notes describe small print “clear” and large print “clear”. No reading-time, error-count or numerical clarity measure is supplied; no real reader trial occurred. Ask the child what the pair does and does not show about the predicted increase, then suggest a relevant further question.

Id

N26

Mode opportunity

Next decision

If repeated descriptors are treated as a precise measured result, show the empty measurement headings in this new account and ask what evidence is actually present. If the limit is clear, offer a fresh ordinary caption with a different qualitative pair and purpose, not a rehearsed held answer.

Observable next evidence

Child compares a prospective change prediction with two broad supplied after descriptions, keeps their condition pairing, and does not infer the predicted reduction/increase or measured equality from a repeated qualitative word.

Ordinary possible model

The before idea predicted steadier. Both after reports say steady, so those broad words do not show the predicted increase or a measured equality. We need clearer comparison evidence before saying the brace improved this job.

Teacher preparation

Use both complete accounts with separate before and two after cards. Keep bigger/smaller pictured print as design labels, not an access verdict. No loading a bridge, timing a child’s reading or public performance is required. Offer paper, sign, voice/AAC or exact helper scribing.

Teacher sequence

Part 1

Read the full bridge before prediction and both after reports. Ask what comparison was predicted, then preserve each report beside its condition.

Part 2

Model why steady/steady does not demonstrate steadier and does not establish measured equality. Keep the proposed evidence question open instead of declaring the brace useless.

Part 3

Read the full different sign account. Guide finding its before clearer idea, then pause while the child compares both broad clear reports and explains one measurement or description limit.

Part 4

Invite one question for a future accurate-sign record. Record actual source-qualified reasoning/support; choose another paired-description job if needed and leave the held soft/soft sound source untouched.

Title

Paired descriptions do not measure a change

Whole unrelated teaching account

Complete original fictional paper-bridge account. Before a gentle classroom-display story trial, the helper predicts adding a folded brace will make the bridge steadier than its unbraced version. The supplied after reports say unbraced “steady” and braced “steady”. No wobble scale, force, duration or numerical stability measurement is recorded. The broad repeated word does not show that the predicted increase occurred, and it does not prove equal measured stability. The purpose is an accurate bridge-display caption, not a strength recommendation.

Id

C-later-2

Initial own value

One possible staff response

Both loudness descriptions are soft, so these words do not show the predicted softer comparison. No measured level exists.

Staff focus

I05 prediction/result limitation

Part 3

Accept other responses

Exact component criterion

Faithful two condition/action/report rows; same spot stated and unmeasured factors can remain source notes, not demanded if absent prompt.

Exact prompt

Make matching uncovered/covered rows with action and exact report.

Full individual next learning

Child invitation

Make a faithfully labelled table and explain unknown versus observed zero.

Guided different context

Arrange a new pretend stationery shop with pencil pictures and an uncounted eraser-picture envelope.

Id

N27

Mode opportunity

Next decision

Observable next evidence

Child preserves rows and unknown count state.

Ordinary possible model

The table has one count and one missing count, with different produce labels.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read complete market rows; model one pairing. Guide pencil count, then child labels unopened envelope without guessing.

Part 3

Part 4 Title

Market-table record integrity

Whole unrelated teaching account

A fictional market tally has apples three and lemons no tally supplied; unknown lemons must not become zero.

Id

C-later-3

Initial own value

One possible staff response

Uncovered lid/tap—lower pitch, soft. Cloth-covered lid/tap—not sure about pitch, soft.

Staff focus

I04 exact data pairing

Part 4

Accept other responses

Exact component criterion

Purpose-relevant question about descriptions/conditions/recording with future result open; no actual action or success required.

Exact prompt

Ask a useful further question for the stated accurate-guide job, with next result open.

Full individual next learning

Child invitation

Ask a next question that helps the stated reader job.

Guided different context

Choose a new pretend restaurant turn card with one arrow versus an untested blank card.

Id

N28

Mode opportunity

Next decision

Observable next evidence

Child question is tied to purpose and acknowledges the missing reader trial.

Ordinary possible model

One-turn note is purpose-relevant but audience usefulness remains open.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model source-bounded choice and a stage-reader question; guide restaurant purpose, then child authors a different enquiry with no preset outcome.

Part 3

Part 4 Title

Stage-prop next enquiry

Whole unrelated teaching account

A fictional stage needs a short paper flag cue. Supplied note says flagA has one turn and flagB untested; no real audience response supplied.

Id

C-later-4

Initial own value

One possible staff response

What comparison words would the helper use for loudness in a new similar gentle trial? Result remains open.

Staff focus

I01/I06 purposeful new question

Delivery

Eligibility

Exact four prompts

Part 1

Separate supplied pitch and loudness words for each row, retaining uncertainty.

Part 2

Compare the supplied loudness reports with the prediction, keeping measurement limits.

Part 3

Make matching uncovered/covered rows with action and exact report.

Part 4

Ask a useful further question for the stated accurate-guide job, with next result open.

First later

Id

C-later

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Costume stall covered-prop notes

Part 8

Complete neutral source

Original fictional mini-museum sound guide. A silent paper-strip model offers slow/quick drawing cycles and narrow/wide drawn span. The fresh model starts at centre (cycle index0). A child chooses quick/narrow and deliberately steps once; quick advances two positions in the stated cycle to index2, so the strip is drawn left of centre. No real frequency, force, sound, pitch or loudness was measured. Separate helper note says an empty plastic prop was gently tapped; report “short tap”; no receiving object was observed. ReferencedF2 fact card is the same general incoming-sound/eardrum-vibration account, not this event. Job: guide a reader using model and report without mixing evidence kinds. No museum user feedback is supplied.

Components

Part 1

Accept other responses

Exact component criterion

Names one correctly supplied setting (quick or narrow) OR state (left of centre after the explicit fresh quick step), plus one legitimate absent actual sound/measurement limit; no demand for all three, no model-speed equals measured pitch claim.

Exact prompt

Describe one chosen model setting/state and one thing the model does not establish.

Full individual next learning

Child invitation

Identify model information and an actual event it does not establish.

Guided different context

Create an unrelated paper kite four-position storyboard without flying outdoors.

Id

N29

Mode opportunity

Next decision

Observable next evidence

Child distinguishes depicted positions from measured motion or real flight.

Ordinary possible model

Positions model change; they do not measure how fast a real clock runs.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read clock caption, guide first kite frame, then child completes/labels storyboard and an untested flight question.

Part 3

Part 4 Title

Clock-drawing model limits

Whole unrelated teaching account

A fictional clock drawing shows four hand positions, no actual times or movement durations.

Id

D-later-1

Initial own value

One possible staff response

One possible richer response: The fresh model started at centre and one deliberate quick turn advanced two cycle positions to left of centre; quick/narrow are the chosen drawing settings. It does not establish actual pitch or loudness. One correctly named supplied setting OR state and one legitimate limit is sufficient for this prompt.

Staff focus

I04 model/observation distinction

Part 2

Accept other responses

Exact component criterion

General receiver reference, supplied short tap and absent actual receiver observation kept distinct.

Exact prompt

Separate the general receiver reference from the supplied prop report and missing receiver observation.

Full individual next learning

Child invitation

Separate general idea from the particular unobserved event.

Guided different context

Give a new pretend storage fact card that containers can hold objects, alongside an empty actual packing space.

Id

N30

Mode opportunity

Next decision

Observable next evidence

Child identifies evidence level and leaves a specific outcome open.

Ordinary possible model

General possibility is not a local collection result.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model general/local lanes with recycling cards; guide storage note classification, then child poses an event-check question instead of inventing packed contents.

Part 3

Part 4 Title

General recycling versus local event

Whole unrelated teaching account

A fictional information card says paper can be reused for drawing; there is no record of a particular school collecting it.

Id

D-later-2

Initial own value

One possible staff response

F2 is general receiver knowledge. The supplied prop report is short tap; no receiver was observed in that event.

Staff focus

U02 receiver concept status

Part 3

Accept other responses

Exact component criterion

Purpose-linked message uses model caption or report clue with correct status; no invented reader success.

Exact prompt

Give a source-qualified message for the stated guide job using a relevant clue.

Full individual next learning

Child invitation

Recommend a choice for the stated job using an exact clue and a limit.

Guided different context

Use a new pretend puzzle-envelope drawing with one square-card fit and another unknown.

Id

N31

Mode opportunity

Next decision

Observable next evidence

Child connects choice to the actual supplied evidence and bounded use.

Ordinary possible model

P has a supplied purpose clue, not proof of real fit/strength.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Read complete costume notes; model bounded recommendation. Guide puzzle purpose, then child adds a new physical-fit question without pretending a trial.

Part 3

Part 4 Title

Costume-pocket purpose choice

Whole unrelated teaching account

A fictional costume needs room for a drawn ticket; pocketP drawing fits one ticket, pocketQ dimensions are not supplied.

Id

D-later-3

Initial own value

One possible staff response

Our guide can say the short tap is a supplied report and the moving strip is a silent model, so a reader does not mistake it for measured sound.

Staff focus

I06 source-qualified reader message

Part 4

Accept other responses

Exact component criterion

Relevant open receiver/reader enquiry with guidance, no extra required action or outcome.

Exact prompt

With guidance, ask a further question with the actual receiver or reader result left open.

Full individual next learning

Child invitation

Ask for feedback and record only actual response, leaving untried questions open.

Guided different context

Make an unrelated pretend game rule card; a willing helper may locate the start instruction or pass.

Id

N32

Mode opportunity

Next decision

Observable next evidence

Child separates offer, actual feedback and unknown success without auto-awarding completion.

Ordinary possible model

An invitation is not evidence someone used or understood the sign.

Teacher preparation

Teacher sequence

Part 1

Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.

Part 2

Model invitation/feedback distinction with festival note; rehearse game offer, then child lets helper act and records their real words or no response.

Part 3

Part 4 Title

Festival-invitation open response

Whole unrelated teaching account

A fictional festival booth offers a sign-reading invitation but has no visitor responses. No real event attendance is stated.

Id

D-later-4

Initial own value

One possible staff response

What safe receiver evidence or actual reader feedback would help the guide next? Neither result is supplied.

Staff focus

I01/I05 guided open question

Delivery

Eligibility

Exact four prompts

Part 1

Describe one chosen model setting/state and one thing the model does not establish.

Part 2

Separate the general receiver reference from the supplied prop report and missing receiver observation.

Part 3

Give a source-qualified message for the stated guide job using a relevant clue.

Part 4

With guidance, ask a further question with the actual receiver or reader result left open.

First later

Id

D-later

Own response values

Part 1

Part 2

Part 3

Part 4

Role

neutral held assessment source; teacher offered only after relevant learning opportunity; independent staff criterion/models separate

Source kind

original supplied fiction; any reference fact/model explicitly labelled

Title

Mini-museum model explanation

SoundDesk · complete proposed interaction and paper contract

Useful child workflow

“Pick a job. Keep a clue. Choose what to try next.” A child can do one small part and stop. First choose a real approved gentle trial, a full supplied ordinary note or a quiet movement model. Write/point/draw/dictate only their own words. SoundDesk keeps that status visible; it does not treat the modes as interchangeable proof of practical work. Use the whole lesson/ordinary source first, with same-page full source where the chosen task has one. All no-sound routes remain usable. Children do not have to hear, speak, use motion, type, share publicly or disclose a diagnosis.

The future source will implement a small dependency-free local HTML/CSS/JS tool and equivalent printable paper. This proposal contains contracts, not an operational interface. No framework service, account, provider audio, microphone, camera, live measurement, AI, hosted assistant, network request, automatic grading or storage is proposed. No coding-assistant quality claim.

Nine genuinely empty own fields

Exact labels, in this order: Job; Source object; Action; Prediction or idea; Observation or exact supplied note; Evidence kind; Pattern or comparison; Limit or not tested; Next question. Every initial value is the literal empty string. Every field has a native visible associated label, generous textarea and optional plain-language helper outside the field; helpers contain no worked sentence or assessed answer. No placeholder, preset fiction, hidden seeded student value or silent model-to-observation insertion. Evidence kind is also the child's literal own text, not an auto-awarded actual classification. Blank permitted; no field required to finish a chosen part.

Four views: Job (fields1–2), Action (3–4), Clue (5–8), All my words (1–9). Views are explicit native buttons with selected state and heading. A view switch preserves every exact field, selection-independent preview and two kept versions. Focus moves to the first visible own field only when the child deliberately requests a new part; no page-load focus theft. Keyboard Tab order follows visible source controls, view buttons, visible fields, preview and actions. Literal preview displays current values as textContent/pre elements with line breaks preserved; strings containing markup remain plain text. Empty fields are visually empty labelled spaces, never “correct” or “complete”. No assessed prompt is answered by a view.

Meaningful silent motion model

Separate panel named “A drawing model, not a sound recording or measurement”. Initially still centre strip, no choice selected, no motion, no audio. Source caption stays visible at every frame. Two native radio groups with visible legends: Drawing cycle choice (slow, quick) and Drawing span choice (narrow, wide). Changing a choice is an illustration setting only: it neither animates nor fills any own field. Step a frame requires both explicit choices; if missing, announce which choice is missing and focus its first option without selecting it. The child can decline the model entirely and use paper.

A model cycle consists of eight authored relative positions [centre, half-left, left, half-left, centre, half-right, right, half-right]. Narrow and wide use small and larger illustrative offsets, respectively. Slow advances one position per chosen step, quick two positions per chosen step. This lets a child manipulate and compare drawn movement with the same step count; it is not calibrated time, frequency, force, sound pressure, pitch or loudness. A caption and textual frame description identify chosen settings, step count and selected position. No sinusoidal sound-wave plot, real-world numeric unit, simulated receiver result or inferred listener experience. The model depicts an oscillating source part, not particles travelling from source to ear. General vibration knowledge uses the distinct fact card, never a fabricated speaker experiment.

Step a frame is the core full quiet route. An explicitly chosen Animate button optionally repeats the same step every1,200ms; Pause stops without deleting anything. No autoplay or restart on view/choice changes. Changing settings while animation runs first pauses; page becomes hidden or loses model activity stops animation. Reduced-motion preference uses manual steps by default and suppresses animation unless the child explicitly opts in after the visible choice message; no decorative motion. After Pause focus stays on Pause/Animate control as appropriate, no stolen text focus. Reset model is immediate only when no choices/steps exist; otherwise a native pending confirmation names that it resets model choices/step only, retaining nine words and kept versions. Confirm returns focus to the first model choice; Keep my work/Escape returns to the initiating Reset control. Model reset does not erase paper records. Quiet text descriptions and eight printable position cards deliver the complete representation without motion.

Exact paper equivalence

Paper has eight labelled position cards and two blank choice boxes. Child chooses slow/quick and narrow/wide explicitly, starts at centre and moves a token one/two positions per deliberate turn, wrapping after eight; draw span as their selected small/larger offset. A helper can move tokens at the child's direction. Record only model step/position/settings in a distinct model lane. No timing/sound result inferred. A child can stop after one turn or only read the text description. W04/V12 include this exact cycle/advancement contract; paper does not require JS or moving images. Paper pages keep all work until a person changes it; digital reset/clear cannot erase paper.

Current work, two kept versions and cancellation

Current nine fields and model state exist only in page memory. Save version1 and Save version2 copy the exact current words and the current model status into their corresponding bounded slot; they do not clear current work. Empty current work can be kept explicitly without inventing words. Visible labels Kept version1/Kept version2 are always above their respective comparison columns; no unlabeled left/right copies. Version preview/compare is literal; stored model status is described textually with no replay/auto-answer. No auto preference, merge or overwrite of current words. If a chosen slot already has a kept version, replacement requires a pending message naming that exact slot. There are only two slots, no hidden history/storage.

Clear current opens a pending confirmation if any current words exist; text states all nine current fields clear while model and two kept versions remain. Confirm empties exactly nine current fields and focuses the first currently visible empty field. Keep my work and pending-only Escape cancel the action, preserve every byte/view/model/kept version and return focus to initiating Clear current. With no current words, Clear current has no destructive pending state and focuses the first visible empty field. A stale confirmation cannot delete newer work or steal focus. A cancelled confirmation cannot later execute through an old control. Only one pending action at a time.

Start another job opens confirmation if any current words, selected model setting/steps or kept version exists. It explicitly names all current words, model and both kept versions that will be emptied. Confirm empties those page-memory items, returns to Job view and focuses Job. Keep my work/Escape retains the whole workspace and initiating focus. No pending Escape is inert and not consumed; other keys do not silently cancel. All confirmations are ordinary native dialog-region controls usable by keyboard; no timed dismissal. These behaviours need actual source handler fixtures and Root actual Browser checks later; proposal is not evidence they already work.

No Copy/clipboard button, no export/print success claim. Normal browser print of a literal preview is a future manual option; matching blank paper is always independently available. Navigation/reload warning is plain and visible: “Your words stay only on this page while it is open. Leaving or reloading may lose them. Use the source panel here to read without leaving. Keep a paper record if you want it for later.” Do not advertise durability across leaving/reload or session/browser crashes.

All eight held own-response pages

Each page carries only its case identity, source status, exact four neutral prompts and four own spaces. Future HTML uses four genuinely empty labelled textareas (no placeholder/value/sample answer); MD/paper uses four genuinely blank generous spaces. Teacher criteria/worked responses/next accounts stay in separate staff documents; not a hidden learner-page answer API. No automatic scoring, correct-answer highlighting or source-to-answer fill.

Before the first question, native initially closed details/summary “Read the complete source here” contains the entire matching neutral case body, including every supplied/unknown circumstance and any distinct general reference attribution. It works with no JS. No ordinary/staff answers or rubric words in that disclosure. Its sibling ordinary full-source reference link remains explicitly “Open the separate complete source”; leaving/reload behaviour visible before use. Enter/Space opens/closes the disclosure; native focus stays on summary, fields retain exact drafts in the same page. Next Tab is the separate source link then first available answer. Full no-JS text source/questions remain available; typed textareas operate natively without JS, while paper responses can be drawn/spoken/signed/AAC/scribed.

Optional one-question view only narrows display; all four exact prompts remain reachable, fields/drafts unchanged, chosen next/back part focuses first visible own answer. Initial all-questions view is permitted but must not preload anything. No question completion gate and no need to fill all four. Own paper links point to their exact V13–V20 four-prompt mats with matching case/source identity, never the nine-field SoundDesk mat. Print-ready source text is complete independently of the optional tool; browser Back is never relied on for draft retention. Later actual Browser checks must fill32 distinct multiline drafts and open/close all eight same-page sources with Enter/Space; they cannot be replaced by a mock fixture.

Teacher, parent and independent review doors

Start page offers “Teach a session”, “Do a quiet activity”, “Make a guide” and “Review evidence”. A parent can choose H01–10 without finding a staff answer. Teacher day pages contain full six-move script, preparation/ordinary models/three routes/evidence/next, exact partial curriculum links and full source/paper aids. Staff key has32 explicit criteria and full32 unrelated next lessons. Cases are offered one at a time after opportunity; familiar/coached source work is teaching. School judgement uses actual relevant folio and local conditions, not page counts/item totals.

Proposed source generation must produce actual20 original SVGs, full text/MD/HTML alternatives and all20 rendered-plane reviews; no provider artwork/diagram/audio imports. Source/seed/creator/checker/MF must prove literal reproducibility, current/solefresh body/mode/ns equality, own blanks, source/criteria separation, correct Term1/day partition, exact75 authority/raw/rights and working links. Different whole proposal approval precedes generation; different whole source/art critique and Root real Browser precede publication. Audio is original script text now; any candidate recording later requires distinct listener review. Translation remains review-gated; no First Nations or other-language translations are fabricated. Local fact card review stays manual, current and permission-aware.

Twenty complete future original visual briefs/full alternatives

No actualSVG/image exists yet. All own spaces remain empty; full source/role distinctions mandatory.

Part 1

Exact visible source and model

C01 · C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.

Full text alternative

Title: A job and its clue. Role: ordinary supplied teaching model. C01 · C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.

C02 · C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open. Layout meaning: At top, ordinary puppet baker/theatre job pocket atx48–360 and evidence pocketx450–792. Under each, linked original object/action/report cards. A solid line joins supplied source/action/report; a dashed line points to untried scene-reader trial. Clearly label ordinary worked model, so blanks elsewhere are not mistaken for its answer. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Generate actual wholeSVG with title/description/plaintext/MD/HTML full alternatives. Render and personally view complete plane later; verify clipping/legibility/source/model/unknown coupling and print usability separately. No rendered asset exists now.

Id

V01

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C01

Part 2

C02

Title

A job and its clue

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. At top, ordinary puppet baker/theatre job pocket atx48–360 and evidence pocketx450–792. Under each, linked original object/action/report cards. A solid line joins supplied source/action/report; a dashed line points to untried scene-reader trial. Clearly label ordinary worked model, so blanks elsewhere are not mistaken for its answer. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 2

Exact visible source and model

C03 · C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.”

Full text alternative

Title: Two actions, two note rows. Role: ordinary supplied teaching model. C03 · C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.”

C04 · C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.” Layout meaning: Two stacked row panels; each has object/action/exact supplied report labels in three equal columns. Row1 tap/short low tap and row2 rub/longer scratchy stay paired. A separate small panel says force not measured. Use only stated descriptions, no level meter or causal arrows. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V02

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C03

Part 2

C04

Title

Two actions, two note rows

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Two stacked row panels; each has object/action/exact supplied report labels in three equal columns. Row1 tap/short low tap and row2 rub/longer scratchy stay paired. A separate small panel says force not measured. Use only stated descriptions, no level meter or causal arrows. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 3

Exact visible source and model

C05 · C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.

Full text alternative

Title: Pitch words and loudness words. Role: ordinary supplied teaching model. C05 · C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.

C06 · C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.” Layout meaning: Two columns Pitch and Loudness, with labelledP/Q rows. Higher/lower are in Pitch and soft/soft in Loudness. A separate bright card fromC06 sits in a separate Undefined comparison pocket, with no inferred category. No ear/hearing score or musical frequency plot. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V03

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C05

Part 2

C06

Title

Pitch words and loudness words

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Two columns Pitch and Loudness, with labelledP/Q rows. Higher/lower are in Pitch and soft/soft in Loudness. A separate bright card fromC06 sits in a separate Undefined comparison pocket, with no inferred category. No ear/hearing score or musical frequency plot. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 4

Exact visible source and model

C07 · C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation.

Full text alternative

Title: Selected movement positions. Role: ordinary supplied teaching model. C07 · C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation.

C08 · C08 fictional tabletop note: adult slowly bends cardboard, child sees it move, no sound or receiver was recorded. Ask what the note supports. Possible: “Seen source movement is supplied; an observed receiver effect is not supplied.” Layout meaning: Four source frames centre,left,centre,right on a horizontal strip with caption selected positions/no time measurement. A second distinct reference-fact panel is labelled external general fact; do not imply those frames are a waveform or a tested receiver. Separate source movement and receiver-not-recorded panels. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V04

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C07

Part 2

C08

Title

Selected movement positions

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Four source frames centre,left,centre,right on a horizontal strip with caption selected positions/no time measurement. A second distinct reference-fact panel is labelled external general fact; do not imply those frames are a waveform or a tested receiver. Separate source movement and receiver-not-recorded panels. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 5

Exact visible source and model

C09 · C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.

Full text alternative

Title: Records and unknowns. Role: ordinary supplied teaching model. C09 · C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.

C10 · C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.” Layout meaning: Three ordinary rows: tray/tap/short soft, paper/rub/scratchy, lid/tap/not recorded. Two tokens labelled described reports, one separate not-recorded row marker. Total three rows; no category says silent object. Row identities never rely on colour. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V05

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C09

Part 2

C10

Title

Records and unknowns

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Three ordinary rows: tray/tap/short soft, paper/rub/scratchy, lid/tap/not recorded. Two tokens labelled described reports, one separate not-recorded row marker. Total three rows; no category says silent object. Row identities never rely on colour. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 6

Exact visible source and model

C11 · C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.”

Full text alternative

Title: Question-matched plans. Role: ordinary supplied teaching model. C11 · C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.”

C12 · C12 fictional bookshop compares lid/tap near helper with cardboard/shake far away; reports “soft” and “soft”. Possible: “Several things changed, so matching words do not isolate an action effect.” Layout meaning: Left panel carries wholeC11 one-object two-action plan with exact notes; right carries wholeC12 multiple changes. Each panel labels planned similarities, stated changes and unmeasured/untried limits. Arrows connect each result to its action, never to a causal guarantee. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V06

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C11

Part 2

C12

Title

Question-matched plans

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Left panel carries wholeC11 one-object two-action plan with exact notes; right carries wholeC12 multiple changes. Each panel labels planned similarities, stated changes and unmeasured/untried limits. Arrows connect each result to its action, never to a causal guarantee. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 7

Exact visible source and model

C13 · C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.”

Full text alternative

Title: Two attributed reports. Role: ordinary supplied teaching model. C13 · C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.”

C14 · C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.” Layout meaning: Two equal reporter panelsM/N retaining soft tap/unsure. Their positions explicitly not supplied. Bottom offers picture-start alternative as design option, with reader feedback not supplied. No ranked hearing characters/health symbolism. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V07

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C13

Part 2

C14

Title

Two attributed reports

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Two equal reporter panelsM/N retaining soft tap/unsure. Their positions explicitly not supplied. Bottom offers picture-start alternative as design option, with reader feedback not supplied. No ranked hearing characters/health symbolism. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 8

Exact visible source and model

C15 · C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.”

Full text alternative

Title: Prediction and missing result. Role: ordinary supplied teaching model. C15 · C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.”

C16 · C16 fictional theatre log states same lid action and observer spot, cover absent report “tap”, cover present report “less clear to this reporter”. Force unmeasured. Possible: “One supplied reporter found covered less clear; this is not a measured reduction or a claim about every cover.” Layout meaning: Before prediction sits above uncovered soft report. Covered-result region has text not supplied, not a fabricated soft/zero graphic. CompanionC16 optional one-reporter less-clear note is separate and labelled. No muffling certification/dB scale. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V08

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C15

Part 2

C16

Title

Prediction and missing result

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Before prediction sits above uncovered soft report. Covered-result region has text not supplied, not a fabricated soft/zero graphic. CompanionC16 optional one-reporter less-clear note is separate and labelled. No muffling certification/dB scale. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 9

Exact visible source and model

C17 · C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.”

Full text alternative

Title: A bounded scene guide. Role: ordinary supplied teaching model. C17 · C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.”

C18 · C18 fictional kitchen role play wants no sound while another group reads. No sound reports provided. Possible: “A printed turn card fits this quiet job; a future reader can tell us if its instruction is clear.” No noise-law/local acoustic fact claimed. Layout meaning: Job scene-change pocket, source notes for lid/tap short and paper/rub longer, ordinary bounded recommendation panel and untried reader-choice panel. Printed backup card shown as proposed choice only. No satisfied reader icons or automatic green check. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V09

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C17

Part 2

C18

Title

A bounded scene guide

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Job scene-change pocket, source notes for lid/tap short and paper/rub longer, ordinary bounded recommendation panel and untried reader-choice panel. Printed backup card shown as proposed choice only. No satisfied reader icons or automatic green check. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 10

Exact visible source and model

C19 · C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.”

C20 · C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.”

Full text alternative

Title: A useful information revision. Role: ordinary supplied teaching model. C19 · C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.”

C20 · C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.” Layout meaning: Two side-by-side clearly identified ordinary draft panels, one exact best-tap line and one bounded revised line. Highlight added job/source/limit using labels plus line patterns. Empty actual feedback is shown as not supplied, not celebration score. All relevant states, provenance and unknowns are explicit in this full alternative. Decorative panels/lines do not add evidence. This is not a locally performed observation or child answer.

Future verification

Id

V10

Own space contract

Ordinary model words are intentionally supplied; correspondingW own spaces remain empty and separate. No model line is inserted into learner fields.

Rights

New original teaching/brief/alternative ©NeuroForge2026 CC BY4.0. External referenced fact/curriculum remains under distinct item notices.

Role

ordinary supplied teaching model; includes explicitly identified worked example, never own/held assessment

Source ids

Part 1

C19

Part 2

C20

Title

A useful information revision

Whole geometry brief

Original vector SVG840×1188, white background with high-contrast ink, large visible24px source type and28px headings, generous margin48. Two side-by-side clearly identified ordinary draft panels, one exact best-tap line and one bounded revised line. Highlight added job/source/limit using labels plus line patterns. Empty actual feedback is shown as not supplied, not celebration score. Full source copy sits in wrapped panels; if it cannot fit legibly, extend canvas and declare multi-sheet ordinary aid rather than truncate. No external artwork/photo/logo.

Part 11

Exact visible source and model

Labels only: Job; Source object; Action; Prediction or idea; Observation or exact supplied note; Evidence kind; Pattern or comparison; Limit or not tested; Next question.

Full text alternative

Empty SoundDesk paper guide. Nine empty own spaces in order: Job; Source object; Action; Prediction or idea; Observation or exact supplied note; Evidence kind; Pattern or comparison; Limit or not tested; Next question. All values are empty. Write, draw, point, sign or dictate one part; helper may scribe exact words and record support. Actual observations, supplied notes and model settings are different kinds of evidence. No digital action erases this paper. This is ordinary guide paper, not a held four-question response mat.

Future verification

Later generate/render/read whole plane and all alternatives; examine empty panel geometry, source role and direct paper link. No native print success claim.

Id

V11

Own space contract

Nine labels, nine genuinely empty own values; no preset fiction/results/marking.

Rights

Original ©NeuroForge2026 CC BY4.0.

Role

ordinary own blank paper form, never substituted for held four-prompt mats

Source ids

Part 1

SoundDesk nine-field contract

Title

Empty SoundDesk paper guide

Whole geometry brief

Original SVG840×1500,24px labels, nine generous empty panels fromy180–1260. Exact nine fields in order. Top says own blank guide. Footer says paper work remains on paper; model status separate. No sample note, checkmark, illustrated trial outcome or placeholder inside panels. A small evidence-kind legend outside panels names actual/supplied/model without selecting one.

Part 12

Exact visible source and model

Movement model only. Eight selected source positions: centre; half-left; left; half-left; centre; half-right; right; half-right. Choose slow(+1) or quick(+2) positions per manual turn, and narrow or wide drawn span. Start at centre; wrap after eight. These are drawing choices, not measured time, frequency, pitch or loudness.

Full text alternative

Silent movement model cards, supplied representation. Cards1–8: centre,half-left,left,half-left,centre,half-right,right,half-right. Child explicitly chooses slow or quick and narrow or wide; no option is already chosen. Each deliberate manual turn advances one position for slow or two for quick and wraps after eight, from starting centre. Narrow/wide mean small/larger illustrative offset, not measured amplitude. A helper may move the token as directed. Separate blank boxes record chosen settings and model states if the child wants. No audio, measured frequency, actual sound, receiver effect or listener outcome is supplied. Paper can be used entirely still, one part at a time.

Future verification

Later all geometry/text/source/paper advancement parity and exact frame/state description reviewed; actual runtime and Browser remain separate.

Id

V12

Own space contract

Source position cards are intentionally supplied; own choice/state boxes empty. Child model-note values never inserted into actual-observation fields.

Rights

Original ©NeuroForge2026 CC BY4.0.

Role

supplied model representation and separate blank choice record; not physical sound experiment

Source ids

Part 1

SoundDesk complete model contract

Part 2

C07

Title

Silent movement model cards

Whole geometry brief

Original SVG840×1500. Eight source cards in numbered2×4grid contain centre,half-left,left,half-left,centre,half-right,right,half-right. Each uses centre reference line and a strip at stated relative position. Narrow/wide option diagrams use40/80 illustrative drawing offsets without real-world units. Below, blank slow/quick choice and narrow/wide choice boxes plus blank model-step/state record. Complete advancement instructions visible: slow+1position per chosen turn,quick+2,wrap after8; startingcentre. No choices preselected; diagram data labelled supplied model, not own answers.

Part 13

Exact visible source and model

Name the two actions and one difference in the supplied reports.
Which supplied clue shows what happened rather than only what was predicted?
For the stated short-cue job, what might you choose and why? Say what remains untried.
With guidance, suggest one way to keep a new action comparison similar and ask a further question.

Full text alternative

Title: Puppet mechanic action notes · own blank mat. Case A-first. Complete neutral source: Original fictional puppet mechanic notes. Job: a short cue before the toy garage opens. Trial1: helper gently taps an empty plastic box once; supplied report “short tap”. Trial2: same box, helper rubs one edge once; supplied report “longer scratchy sound”. Same helper and observer spot are stated. Force was not measured. Before trials the helper predicted the two actions would give different reports. No trial with a real garage audience is supplied.

Exact own prompts and empty response spaces: 1. Name the two actions and one difference in the supplied reports. [Own response space genuinely empty.] 2. Which supplied clue shows what happened rather than only what was predicted? [Own response space genuinely empty.] 3. For the stated short-cue job, what might you choose and why? Say what remains untried. [Own response space genuinely empty.] 4. With guidance, suggest one way to keep a new action comparison similar and ask a further question. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Later generate/render/personallyview entire original plane; verify exact whole source/prompt identity, full alternative equality, blank geometry and8matchedownpaperlinks. No teacher answer visible and no native print/actual Browser claim now.

Id

V13

Own space contract

Labels

Part 1

Name the two actions and one difference in the supplied reports.

Part 2

Which supplied clue shows what happened rather than only what was predicted?

Part 3

For the stated short-cue job, what might you choose and why? Say what remains untried.

Part 4

With guidance, suggest one way to keep a new action comparison similar and ask a further question.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

A-first

Title

Puppet mechanic action notes · own blank mat

Whole geometry brief

Original SVG840×1700,24px readable wrapped source and26px questions, margins48. Header exact case identity/source fiction/model/reference status; full neutral source before all four numbered prompts. Four equal generous blank response panels under corresponding exact prompts, with no answer/checkbox/example. Do not force full source into clipped single page; full tall mat can be split into two labelled source/response sheets by later print preparation, preserving source identity/complete text. Link this exact mat from matching own page.

Part 14

Exact visible source and model

Keep each reporter’s supplied words beside the correct reporter.
What difference is supplied, and what circumstance is not known?
Offer a choice for the stated turn-cue job. What reader response is still missing?
With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again.

Full text alternative

Title: Quiet library prop reports · own blank mat. Case B-first. Complete neutral source: Original fictional library play-scene notes. Job: a turn cue with a printed option for readers who want it. One gentle lid tap is described. ReporterP writes “soft tap”. ReporterQ writes “not sure what I heard”. Their locations are not recorded. A printed turn card is available but has not been tried by any reader in these notes. There is no voice recording, sound-level measurement or report of hearing ability.

Exact own prompts and empty response spaces: 1. Keep each reporter’s supplied words beside the correct reporter. [Own response space genuinely empty.] 2. What difference is supplied, and what circumstance is not known? [Own response space genuinely empty.] 3. Offer a choice for the stated turn-cue job. What reader response is still missing? [Own response space genuinely empty.] 4. With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V14

Own space contract

Labels

Part 1

Keep each reporter’s supplied words beside the correct reporter.

Part 2

What difference is supplied, and what circumstance is not known?

Part 3

Offer a choice for the stated turn-cue job. What reader response is still missing?

Part 4

With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

B-first

Title

Quiet library prop reports · own blank mat

Whole geometry brief

Part 15

Exact visible source and model

Which supplied words describe pitch, and which describe loudness, forR andS?
What do the notes leave unknown about the word bright onT?
Make two matching record rows forR andS using each action and its exact description.
Ask a question that would help the stated guide job without inventing a new result.

Full text alternative

Title: Toy print-shop describing cards · own blank mat. Case C-first. Complete neutral source: Original fictional print-shop prop notes. CardR: helper gently scrapes an empty cardboard box edge; supplied words “higher pitch, loud”. CardS: helper gently rubs an empty plastic cup; supplied words “lower pitch, loud”. No frequency or sound-level measurements are supplied. CardT says only “bright sound”; the writer gives no definition or comparison for bright. Job: a guide that keeps pitch words separate from loudness words. No real child listening trial is supplied.

Exact own prompts and empty response spaces: 1. Which supplied words describe pitch, and which describe loudness, forR andS? [Own response space genuinely empty.] 2. What do the notes leave unknown about the word bright onT? [Own response space genuinely empty.] 3. Make two matching record rows forR andS using each action and its exact description. [Own response space genuinely empty.] 4. Ask a question that would help the stated guide job without inventing a new result. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V15

Own space contract

Labels

Part 1

Which supplied words describe pitch, and which describe loudness, forR andS?

Part 2

What do the notes leave unknown about the word bright onT?

Part 3

Make two matching record rows forR andS using each action and its exact description.

Part 4

Ask a question that would help the stated guide job without inventing a new result.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

C-first

Title

Toy print-shop describing cards · own blank mat

Whole geometry brief

Part 16

Exact visible source and model

What does the four-position model show, and what does it not measure?
Separate the referenced general receiver fact from the helper’s supplied strip note.
For the stated explanation job, give one useful source-qualified message.
With guidance, ask a further receiver question whose real result is still open.

Full text alternative

Title: Toy aquarium movement cards · own blank mat. Case D-first. Complete neutral source: Original fictional toy-aquarium display. A paper-strip drawing has four selected positions: centre, right, centre, left. Caption: movement model, no time or sound measurement. Helper note: a slowly moved cloth strip was seen moving; no receiver effect or sound report was recorded. Referenced general fact cardF2 (NIH/NIDCD, How Do We Hear?, last updated16March2022): incoming sound waves make the eardrum vibrate. Job: explain what our model shows and what an actual receiver investigation would still need. No real eardrum or speaker experiment occurred here.

Exact own prompts and empty response spaces: 1. What does the four-position model show, and what does it not measure? [Own response space genuinely empty.] 2. Separate the referenced general receiver fact from the helper’s supplied strip note. [Own response space genuinely empty.] 3. For the stated explanation job, give one useful source-qualified message. [Own response space genuinely empty.] 4. With guidance, ask a further receiver question whose real result is still open. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V16

Own space contract

Labels

Part 1

What does the four-position model show, and what does it not measure?

Part 2

Separate the referenced general receiver fact from the helper’s supplied strip note.

Part 3

For the stated explanation job, give one useful source-qualified message.

Part 4

With guidance, ask a further receiver question whose real result is still open.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

D-first

Title

Toy aquarium movement cards · own blank mat

Whole geometry brief

Part 17

Exact visible source and model

Name both actions and one supplied report difference.
Compare the supplied results with the before-trial prediction.
For the longer-cue job, what could you choose using a clue, and what remains untried?
With guidance, suggest one similarity for a new action comparison and a further question.

Full text alternative

Title: Pop-up bakery prop comparison · own blank mat. Case A-later. Complete neutral source: Original fictional pop-up bakery scene. Job: a longer cue before the pretend tray changes. Same empty bowl/helper/observer spot are stated for both trials. Trial1 gentle tap once, report “short low tap”. Trial2 gentle rub once, report “longer scratchy sound”. Force was not measured. Before trials the helper predicted reports would be the same. No cue was tried with the bakery scene readers.

Exact own prompts and empty response spaces: 1. Name both actions and one supplied report difference. [Own response space genuinely empty.] 2. Compare the supplied results with the before-trial prediction. [Own response space genuinely empty.] 3. For the longer-cue job, what could you choose using a clue, and what remains untried? [Own response space genuinely empty.] 4. With guidance, suggest one similarity for a new action comparison and a further question. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V17

Own space contract

Labels

Part 1

Name both actions and one supplied report difference.

Part 2

Compare the supplied results with the before-trial prediction.

Part 3

For the longer-cue job, what could you choose using a clue, and what remains untried?

Part 4

With guidance, suggest one similarity for a new action comparison and a further question.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

A-later

Title

Pop-up bakery prop comparison · own blank mat

Whole geometry brief

Part 18

Exact visible source and model

Preserve each reporter and their exact supplied description.
Name a supplied difference and one circumstance still unknown.
Offer a job-relevant choice and state what user response remains open.
With guidance, ask a further question and name one circumstance to keep similar in a new comparison.

Full text alternative

Title: Garden theatre reader notes · own blank mat. Case B-later. Complete neutral source: Original fictional garden-theatre start cue. Same gentle empty-tub rub event is described. ReporterM at a marked near spot writes “soft scratch”. ReporterN at another spot writes “unclear to me”. Exact distances are not measured. Job: offer a start cue without making readers compete to hear. A picture-start card is planned; no reader selection/use feedback is supplied. No reason for the difference or hearing-condition information is supplied.

Exact own prompts and empty response spaces: 1. Preserve each reporter and their exact supplied description. [Own response space genuinely empty.] 2. Name a supplied difference and one circumstance still unknown. [Own response space genuinely empty.] 3. Offer a job-relevant choice and state what user response remains open. [Own response space genuinely empty.] 4. With guidance, ask a further question and name one circumstance to keep similar in a new comparison. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V18

Own space contract

Labels

Part 1

Preserve each reporter and their exact supplied description.

Part 2

Name a supplied difference and one circumstance still unknown.

Part 3

Offer a job-relevant choice and state what user response remains open.

Part 4

With guidance, ask a further question and name one circumstance to keep similar in a new comparison.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

B-later

Title

Garden theatre reader notes · own blank mat

Whole geometry brief

Part 19

Exact visible source and model

Separate supplied pitch and loudness words for each row, retaining uncertainty.
Compare the supplied loudness reports with the prediction, keeping measurement limits.
Make matching uncovered/covered rows with action and exact report.
Ask a useful further question for the stated accurate-guide job, with next result open.

Full text alternative

Title: Costume stall covered-prop notes · own blank mat. Case C-later. Complete neutral source: Original fictional costume-stall prop guide. Job: record pitch and loudness descriptions without guessing missing words. Uncovered empty lid/tap report by helper: “lower pitch, soft”. Cloth-covered same lid/tap report: “not sure about pitch, soft”. Same observer spot is stated; force and cover fit are not measured. Before trying, helper predicted covered would seem softer. No sound-level reading or real child trial is supplied.

Exact own prompts and empty response spaces: 1. Separate supplied pitch and loudness words for each row, retaining uncertainty. [Own response space genuinely empty.] 2. Compare the supplied loudness reports with the prediction, keeping measurement limits. [Own response space genuinely empty.] 3. Make matching uncovered/covered rows with action and exact report. [Own response space genuinely empty.] 4. Ask a useful further question for the stated accurate-guide job, with next result open. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V19

Own space contract

Labels

Part 1

Separate supplied pitch and loudness words for each row, retaining uncertainty.

Part 2

Compare the supplied loudness reports with the prediction, keeping measurement limits.

Part 3

Make matching uncovered/covered rows with action and exact report.

Part 4

Ask a useful further question for the stated accurate-guide job, with next result open.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

C-later

Title

Costume stall covered-prop notes · own blank mat

Whole geometry brief

Part 20

Exact visible source and model

Describe one chosen model setting/state and one thing the model does not establish.
Separate the general receiver reference from the supplied prop report and missing receiver observation.
Give a source-qualified message for the stated guide job using a relevant clue.
With guidance, ask a further question with the actual receiver or reader result left open.

Full text alternative

Title: Mini-museum model explanation · own blank mat. Case D-later. Complete neutral source: Original fictional mini-museum sound guide. A silent paper-strip model offers slow/quick drawing cycles and narrow/wide drawn span. The fresh model starts at centre (cycle index0). A child chooses quick/narrow and deliberately steps once; quick advances two positions in the stated cycle to index2, so the strip is drawn left of centre. No real frequency, force, sound, pitch or loudness was measured. Separate helper note says an empty plastic prop was gently tapped; report “short tap”; no receiving object was observed. ReferencedF2 fact card is the same general incoming-sound/eardrum-vibration account, not this event. Job: guide a reader using model and report without mixing evidence kinds. No museum user feedback is supplied.

Exact own prompts and empty response spaces: 1. Describe one chosen model setting/state and one thing the model does not establish. [Own response space genuinely empty.] 2. Separate the general receiver reference from the supplied prop report and missing receiver observation. [Own response space genuinely empty.] 3. Give a source-qualified message for the stated guide job using a relevant clue. [Own response space genuinely empty.] 4. With guidance, ask a further question with the actual receiver or reader result left open. [Own response space genuinely empty.] Role is neutral held source. No criterion, staff possible response or next-teaching account appears. Child can draw, sign, point, speak, AAC or dictate exact words; teacher records support and eligibility. No actual result is invented.

Future verification

Id

V20

Own space contract

Labels

Part 1

Describe one chosen model setting/state and one thing the model does not establish.

Part 2

Separate the general receiver reference from the supplied prop report and missing receiver observation.

Part 3

Give a source-qualified message for the stated guide job using a relevant clue.

Part 4

With guidance, ask a further question with the actual receiver or reader result left open.

Staff fields forbidden

Part 1

exact_component_criterion

Part 2

one_possible_staff_response

Part 3

full_individual_next_learning

Values

Part 1

Part 2

Part 3

Part 4

Rights

Original fiction/prompts/briefs/alternatives ©NeuroForge2026 CC BY4.0; any external reference fact stays attributed and is not imported artwork.

Role

neutral held complete source plus four exact own empty response spaces; staff material excluded

Source ids

Part 1

D-later

Title

Mini-museum model explanation · own blank mat

Whole geometry brief

Curriculum, evidence opportunities, rights and factual context

Year2 Science · Term1 resource Weeks09–10 · sequence Days41–50

This is an original ten-session proposal after the accepted neighbouring sky/material/sound resources. Forty-week/ten-slot organisation is a planning partition; local calendars, holidays, lesson frequency and actual opportunity differ. It does not require five Science lessons every week or turn sequence slots into actual attendance dates. Earlier packs and an annual organiser are teaching resources, not evidence a child has learned their content. The fixed source inventory b8728185eee882f7526f89e0709efc756389807f has no full09–10Science bank. This proposal does not fill the rest of the year or certify an annual/all-state course.

Full NATIONAL75 preserves exact whole introduction, ten descriptions,63 illustrative elaborations and full achievement standard, with complete original attributes/plaintext and all raw cell values. Its source remains the official29September2026 workbook acquisition recorded in that bank; no fresh download or revised framework is asserted. The verified retained2,049,917byte workbook has SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The18,074,483byte canonical registry has SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. All75 objects equal their full canonical objects. The retained native XML dimensions are Learning areas A1:L21725 (12 columns) and Achievement standards A1:F261 (6 columns). These74+1selected rows have894native-defined slots:376present keys,374nonempty values,2present empty stringsC236/D236 and518absent. The former1,412slot/1,036absent count is preserved inside RAW-NATIVE as an explicitly wider historical19/6chosen universe, with518positions outside the native-defined columns; it is not a native worksheet definition. Preferred RAW-NATIVE records actual native types, shared-string XML indices/literal values, decoded values and absent slots. Empty is not absent. NATIONAL75 remains90,103bytes/SHA256a905b04b00c81145ff15cc47ad01355e06166b7c5b45991d3f57ce0b48c4f6f8.

Selected teaching contribution and limits

Principal AC9S2U02 opportunity is an everyday sound-choice guide: varied safe action/source descriptions, distinct pitch/loudness language, carefully separated source/receiver concepts, guided comparison, faithful organisers and useful source-bounded choices. Physical sound-producing and receiver-effect evidence requires actual appropriate opportunities; supplied fiction and silent model construction cannot substitute for conducting. Every route records its own limits. This pack does not complete the fullU02 breadth: blowing/shaking/plucking instruments, independently demonstrated receiving-object effects, music-making, echo/echolocation and culturally authorised instrument learning need later selected opportunities. No real speaker/ear test is supplied or required.

H01 andI01–I06 are partial opportunities, with guidance explicit forI05. Guided source reasoning is valuable, but not the same evidence as following procedures or making physical observations. Actual adult-approved trials record the student's planning/operation/support and only what really occurred. Informal counts of records are counts of records, not physical sound intensity. A planned repeated setting is not measured equality. Child can choose quiet/not-heard/unsure or decline a sound without losing access to the concept or being assigned a diagnosis. Different reports are retained without hearing ranking. U01 sky andU03 composition-preserving material changes are complete national references here; they are not completed by sound stories or unrelated follow-up teaching.

Each record in OPPORTUNITY75 links its full meaning and exact raw record to a selected partial, conditional/future or reference-only opportunity. Elaborations are illustrations for selection; no all63 checklist or proof of mandatory timetable. Cross-curriculum/general capabilities can be useful contexts, not an extra unsupported attainment certificate. First Nations cultural/language opportunities require the relevant people's authority/consent, benefit sharing, attribution and integrity before adaptation or publication; no generic translation, invented ceremony, copied cultural instrument pattern or assumed local permission. No language translation is released by this proposal.

Current Queensland primary review

Fresh13October2026 indexed text reads are recorded separately from the historical workbook. Year2 alignmentQ1,2023,1page: full ten descriptions/full standard support the partial map; no selected-sound theme completes sky/materials or whole annual inquiry.

Year2 standards elaborationsQ2,November2023,5pages: teachers judge after opportunities to learn using an on-balance folio. WW represents the standard; AP/MC/EX/BA distinguish qualities of understanding and skills across knowledge, everyday science/prediction, questions/plans, observations/records, organisers, guided evaluation and communication. This proposal's32 local component checks are teaching decisions, not a summed official grade. Eligible first/later comparison states context/support/source familiarity and opportunities, not a universal improvement score.

Years1–2 conditionsQ3,October2023,3pages: experimental investigation, guided research and supervised response collect different evidence. Actual practical skills need observation. Spoken, signed, written, practical and multimodal responses, exact scribing and chunked opportunities can retain the purpose; length is not quality. Schools organise practical work under current safety guidance. Item-by-item supports are recorded without automatic lower judgement. Current reading was indexed text, not native PDF layout. Q3's final indexed rights line ends midline; the whole current copyright notice was separately read rather than pretending missing text was visible.

© State of Queensland (QCAA)2023 for those three guidance documents. This is an original interpretation referencing them, not a reproduced official rubric or endorsement. QCAA information generallyCCBY4subject to item exceptions:arms/trademarks, thirdparty content, alternative notices, standalone student images, student mediaCCBYND, student work and glossary definitions. Item notices govern. Adapted QCAA text must be marked Modified from and linked; no QCAA affiliation/approval implied. ACARA inside QCAA keeps its own notice. Current QCAA copyright page was read13October; lastupdated23September2024.

Narrow real-world science facts

F1 UNSW School of Physics, Physclips: Pitch, loudness and timbre,whole44indexedlines read13October. Pitch/loudness describe different properties, with perception and physical quantities interacting. The drawing-cycle/span model is an original manipulable illustration, not calibrated real sound or a guarantee about a listener. No UNSW sound/video/graph copied. The page shows a CreativeCommons link but this proposal does not rely on it to import assets; provider item/media rights remain separate. No publication/update date is shown in indexed body.

F2 NIH/NIDCD, How Do We Hear?,May2015/updated16March2022,whole35indexedlines read13October. Incoming sound waves can make the eardrum vibrate. That general reference is not an actual classroom receiver result, hearing test or medical claim about a child. No provider diagram/video copied. Our original factual connection card contains a narrow attributed paraphrase only. First guessed UNSW URLsound.html was inaccessible; it is a retained failed read, not a fact source.

All other narrative events, report words, measurements/counts and reader situations in lessons/C20/cases/N32 are explicitly original supplied fiction or proposed unperformed tasks. A child can add an actual observation only by performing/seeing/reported-event recording with correct provenance. Models use authored drawing positions and illustration choices; they never produce measured frequency/level, listener experience, an actual sound trial or a cause conclusion. SoundDesk has no microphone, camera, sensor, audio, AI or network. Realworld connection is in useful purposes plus the attributed narrow general facts; no fictional local fact.

Local facts teachers can update and review

A manual LOCAL-FACT review card accompanies the source later. Empty fields: intended teaching use; exact provider/title/URL; source locator/quotedclaim or short paraphrase; source published/updated date; access date; actual event/observation date if different; locality/population; relevant conditions/units; primary evidence and independent corroboration or explicit gap; item rights/cultural permission; uncertain/changed details; reviewer/date; decision candidate/approved/hold; child-facing wording; expiry/recheck trigger. No automatic fetch or provider storage. Child personal location/voice/health data is unnecessary.

Teacher steps: choose a genuinely relevant question (e.g. an official school activity time for a pretend guide, or approved local musician's publicly permitted explanation); obtain the current primary source; check original meaning/conditions/date and locality; cross-check a second primary source or label uncorroborated; verify reuse/consent; select only the supported fact; write concise linked wording; keep pending until reviewed. If current source fails or changes, keep as candidate or use the complete fictional card instead. Legal noise limits, health/hearing advice, safety certification or instruments with cultural authority are not automatically supplied by a generic local card. Reviewer determines whether reliable current specialist source/permission is needed before use.

Example empty reviewed structure, not a real local fact: “Our job:____. Provider/locator/date:____. Supported local detail:____. Still unknown:____. Rights/reviewer:____.” Do not fill with invented council noise readings, school observations or reader success. Localising changes held sources into teaching until a genuinely fresh eligible assessment is planned. Keep previous original sources/rights and actual revisions; contributor submission sends a reviewed draft, not automatic public replacement.

Original grants and external exceptions

New original lessons, narratives, prompts, criteria, worked responses,32next accounts, paper labels, visual briefs/full alternatives and scripts: ©NeuroForge2026,CCBY4.0. Full official licence text is EDUCATION-LICENCE.txt, retained byte-identically from the accepted earlier original grant. New original constructor/check/control code: ©NeuroForge2026,Apache2.0, full SOFTWARE-LICENCE.txt byte-identical. These grants do not relicense external curriculum/provider works, logos/photographs/audio/video, cultural knowledge, children's work or contributor material without rights.

ACARA core curriculum ©Australian Curriculum,Assessment and Reporting Authority2010to present unless otherwise indicated,CCBY4with current terms. NATIONAL75 selected records retain original exact attributes/raw/plain text; the29September acquisition is historical. Our selection/rendering/opportunity commentary is modified presentation and clearly separated. Current13October terms review covers exceptions and ICIP; photographs/videos/implementation resources may have restrictive unaltered noncommercial educational use, logos/trademarks/site design/thirdparty/alternative notices are not blanketCCBY. No excluded media imported. Full current notice takes precedence for each item.

No product is endorsed, sponsored or approved by ACARA or QCAA. Users should assess current version and alignment to content descriptions and achievement standard; elaborations are illustrations. Platform/device curriculum refresh frequency is an explicit user review matter; this proposal uses a pinned historical workbook and cannot claim continuous automatic updates. SOURCE-NOTICE separates original grants, ACARA/QCAA/provider facts, cultural authority, contributor/student rights and modality/evidence boundaries.

Honest release status

This owner authors a full proposal only: no generated final lesson site,20SVG renders, recorded audio, translation validation, real Browser/assistive technology/native print/classroom test, reader success, hosted availability, publishing or annual curriculum completion. Current/solefresh reconstruct all proposal modules exactly. A different whole proposal critic must approve before source generation; later different whole source/art review and Root actual Browser/publication are independent. Any proposal checker checks actual literal reconstruction/couplings/namespace, not pedagogical quality or classroom effectiveness by itself.

Whole75 national meanings and individual opportunity limits

Part 1

Code

SCISCIY2

Id

acara-v9:learning_areas:SCISCIY2

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18662

Record type

level_description

Specific opportunity limit

Whole system/pattern/material/sky/sound/inquiry introduction retained; selected contribution does not complete the level.

Status

full level reference

Whole meaning

In Year 2 students build on their experiences of the natural and physical world to identify the components of simple systems. They appreciate that Earth is a planet in space and identify other celestial objects. They explore the ways components in a system interact, such as by using their bodies or combining and manipulating objects to make sounds. They build on their understanding of properties of materials to recognise that those properties stay the same when the material is changed physically. They continue to build their understanding of patterns by observing that some patterns, such as the changing positions of the sun, moon and stars, can only be observed over certain timescales. As they explore patterns and relationships, they use counting and informal measurements to make and compare observations and recognise that organising these observations in tables makes it easier to identify and represent patterns. They appreciate that science involves making and organising observations to identify patterns and relationships, and that these patterns and relationships are the basis of scientific predictions. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: Who does science? How do we know Earth is round? How can we make and sense music? What’s the best material? Why? How does the sky change over time?

Part 2

Code

AC9S2U01

Id

acara-v9:learning_areas:AC9S2U01

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18665

Record type

content_description

Specific opportunity limit

Complete sky-object/pattern meaning retained; earlier packs separate, no sky attainment supplied here.

Status

reference only

Whole meaning

recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky

Part 3

Code

AC9S2U01_E1

Id

acara-v9:learning_areas:AC9S2U01_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18666

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

identifying celestial objects that can be observed in space such as the sun, moon, stars and planets

Part 4

Code

AC9S2U01_E2

Id

acara-v9:learning_areas:AC9S2U01_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18667

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

viewing images or video of Earth from space, describing the shape of Earth and discussing how the images or video were taken

Part 5

Code

AC9S2U01_E3

Id

acara-v9:learning_areas:AC9S2U01_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18668

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

exploring representations of the solar system and identifying Earth and other planets

Part 6

Code

AC9S2U01_E4

Id

acara-v9:learning_areas:AC9S2U01_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18669

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

observing that some phenomena in the sky are only visible during the day and others during the night

Part 7

Code

AC9S2U01_E5

Id

acara-v9:learning_areas:AC9S2U01_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18670

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

investigating how shadow length changes with the changing position of the sun, identifying patterns and making predictions

Part 8

Code

AC9S2U01_E6

Id

acara-v9:learning_areas:AC9S2U01_E6

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18671

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

creating a class moon diary across a month, identifying patterns in the changing shape of the moon and making predictions

Part 9

Code

AC9S2U01_E7

Id

acara-v9:learning_areas:AC9S2U01_E7

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18672

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

viewing a time lapse video of the sun, moon, stars or a satellite’s movement across the sky

Part 10

Code

AC9S2U01_E8

Id

acara-v9:learning_areas:AC9S2U01_E8

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18673

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

observing and describing short-term and longer-term patterns of events that occur in the sky, such as the appearance of the moon and stars at different times of the month or year

Part 11

Code

AC9S2U01_E9

Id

acara-v9:learning_areas:AC9S2U01_E9

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18674

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

distinguishing between regular events that occur in the sky, such as the appearance of a full moon, and irregular events such as ‘blue’, ‘blood’ or ‘super’ moons

Part 12

Code

AC9S2U01_E10

Id

acara-v9:learning_areas:AC9S2U01_E10

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18675

Record type

illustrative_elaboration

Specific opportunity limit

Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.

Status

conditional national reference

Whole meaning

exploring how cultural stories of First Nations Peoples of Australia describe the patterns in the changing positions of the sun, moon and stars

Part 13

Code

AC9S2U02

Id

acara-v9:learning_areas:AC9S2U02

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18677

Record type

content_description

Specific opportunity limit

Days41–49 actions/variety/descriptions and source/receiver distinction. Real action observation optional; receiver concept source reference only, no actual receiving-object effect demonstrated.

Status

selected partial opportunity

Whole meaning

explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate

Part 14

Code

AC9S2U02_E1

Id

acara-v9:learning_areas:AC9S2U02_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18678

Record type

illustrative_elaboration

Specific opportunity limit

Day43/heldC: pitch/loudness descriptions distinct; no required hearing/performance or calibrated values.

Status

selected partial

Whole meaning

building vocabulary for describing sound, such as loudness and pitch, and comparing sounds made by musical instruments

Part 15

Code

AC9S2U02_E2

Id

acara-v9:learning_areas:AC9S2U02_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18679

Record type

illustrative_elaboration

Specific opportunity limit

Day42 several gentle actions/source notes; tap/rub approved actual optional, other instrument actions not all performed.

Status

selected partial

Whole meaning

exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping, plucking and shaking

Part 16

Code

AC9S2U02_E3

Id

acara-v9:learning_areas:AC9S2U02_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18680

Record type

illustrative_elaboration

Specific opportunity limit

Relevant First Nations owners/consent/payment/credit/integrity before culturally-specific instrument work; none invented.

Status

conditional future

Whole meaning

exploring how traditional musical instruments used by First Nations Australians produce their characteristic sounds

Part 17

Code

AC9S2U02_E4

Id

acara-v9:learning_areas:AC9S2U02_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18681

Record type

illustrative_elaboration

Specific opportunity limit

No guess-speaker game/private voice data or hearing ranking required.

Status

reference only

Whole meaning

exploring how voices have a unique sound by playing games such as guess the speaker

Part 18

Code

AC9S2U02_E5

Id

acara-v9:learning_areas:AC9S2U02_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18682

Record type

illustrative_elaboration

Specific opportunity limit

No twanged rigid ruler trial. Broad strip model/observation is not completion of this exact example.

Status

reference only

Whole meaning

observing vibrations produced by a twanged ruler held on a desk and experimenting with different ways of holding or positioning the ruler to produce observably different vibrations and sounds

Part 19

Code

AC9S2U02_E6

Id

acara-v9:learning_areas:AC9S2U02_E6

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18683

Record type

illustrative_elaboration

Specific opportunity limit

Day44/F2 andD sources support receiver concept; no actual speaker/tuning-fork/ear experiment or receiving-object observation supplied.

Status

partial reference knowledge

Whole meaning

investigating how sound energy makes things vibrate such as when speaking, using tuning forks or observing music speakers

Part 20

Code

AC9S2U02_E7

Id

acara-v9:learning_areas:AC9S2U02_E7

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18684

Record type

illustrative_elaboration

Specific opportunity limit

Day48 actual optional gentle cover plan/notes; no best-all-material or measured reduction guarantee.

Status

selected partial

Whole meaning

investigating which materials best muffle sound

Part 21

Code

AC9S2U02_E8

Id

acara-v9:learning_areas:AC9S2U02_E8

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18685

Record type

illustrative_elaboration

Specific opportunity limit

Guide/model/pocket design is not an actual completed instrument-making trial.

Status

future opportunity

Whole meaning

designing and making instruments that produce different sounds, such as drums, rain makers, thongophones or box guitars

Part 22

Code

AC9S2U02_E9

Id

acara-v9:learning_areas:AC9S2U02_E9

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18686

Record type

illustrative_elaboration

Specific opportunity limit

No echo/echolocation account taught as new verified local knowledge.

Status

reference only

Whole meaning

discussing situations in which they have heard echoes and exploring how humans with vision impairment and other animals such as dolphins and bats use echolocation to locate objects in their environments

Part 23

Code

AC9S2U03

Id

acara-v9:learning_areas:AC9S2U03

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18688

Record type

content_description

Specific opportunity limit

Complete material-composition/change meaning retained; this sound guide does not complete it.

Status

reference only

Whole meaning

recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces

Part 24

Code

AC9S2U03_E1

Id

acara-v9:learning_areas:AC9S2U03_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18689

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

exploring how materials can be physically changed to suit a particular purpose, such as twisting strands of cotton or wool together to make the thread stronger, or folding paper to make it fly

Part 25

Code

AC9S2U03_E2

Id

acara-v9:learning_areas:AC9S2U03_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18690

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

manipulating materials such as paper or fabric, and determining ways they can be physically changed by scrunching, twisting or bending, or broken into smaller pieces by cutting, tearing or crushing

Part 26

Code

AC9S2U03_E3

Id

acara-v9:learning_areas:AC9S2U03_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18691

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

crushing a stick of chalk into a powder, comparing the properties of the stick and the powder, and discussing whether it is still the same material

Part 27

Code

AC9S2U03_E4

Id

acara-v9:learning_areas:AC9S2U03_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18692

Record type

illustrative_elaboration

Specific opportunity limit

Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.

Status

conditional national reference

Whole meaning

exploring how First Nations Australians make physical changes to natural materials to produce objects such as bowls, baskets and various fibre crafts

Part 28

Code

AC9S2U03_E5

Id

acara-v9:learning_areas:AC9S2U03_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18693

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

creating an ‘odd one out’ game by providing samples of the same material that has been physically changed in different ways, and one sample of a different material, and challenging other students to identify the odd one out

Part 29

Code

AC9S2H01

Id

acara-v9:learning_areas:AC9S2H01

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18696

Record type

content_description

Specific opportunity limit

Days41/47/49–50 everyday choices/pattern-based ideas; source-bound prediction/reader work, no complete range of daily science.

Status

selected partial opportunity

Whole meaning

describe how people use science in their daily lives, including using patterns to make scientific predictions

Part 30

Code

AC9S2H01_E1

Id

acara-v9:learning_areas:AC9S2H01_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18697

Record type

illustrative_elaboration

Specific opportunity limit

Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.

Status

conditional national reference

Whole meaning

learning how First Nations Australians use observations of the night sky to assist with navigation

Part 31

Code

AC9S2H01_E2

Id

acara-v9:learning_areas:AC9S2H01_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18698

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

recognising that astronomers use patterns of movement of celestial bodies in the sky, such as stars and comets, to make predictions about future appearances

Part 32

Code

AC9S2H01_E3

Id

acara-v9:learning_areas:AC9S2H01_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18699

Record type

illustrative_elaboration

Specific opportunity limit

Sound patterns can inform a job; no musician consultation/music performance supplied.

Status

partial/future

Whole meaning

listening to music and learning from musicians about how music can be understood as patterns of sounds and how they use their body or instruments to create music

Part 33

Code

AC9S2H01_E4

Id

acara-v9:learning_areas:AC9S2H01_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18700

Record type

illustrative_elaboration

Specific opportunity limit

Quiet choice/consideration of others inDays41/47/49; no noise-law or hearing-device claim.

Status

selected partial

Whole meaning

discussing how we manage sound at home to ensure that we do not disturb each other or our neighbours, such as quietly closing doors, turning down the volume, taking off shoes on wooden floors or using headphones

Part 34

Code

AC9S2H01_E5

Id

acara-v9:learning_areas:AC9S2H01_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18701

Record type

illustrative_elaboration

Specific opportunity limit

No voice-activated tool, speaker identity inference or AI enabled.

Status

reference only

Whole meaning

investigating toys and digital tools that are voice activated, and engaging in guided discussion about how some devices use voice patterns to recognise the unique features of an individual’s voice

Part 35

Code

AC9S2H01_E6

Id

acara-v9:learning_areas:AC9S2H01_E6

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18702

Record type

illustrative_elaboration

Specific opportunity limit

No voice assistance/device access performance claimed.

Status

reference only

Whole meaning

exploring how sound-activated and voice-activated tools help people manage daily activities such as turning on lights and communicating with others

Part 36

Code

AC9S2H01_E7

Id

acara-v9:learning_areas:AC9S2H01_E7

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18703

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

learning from people who work with materials, such as woodworkers, product designers or artists such as fibre artists or sculptors, about how they learn about properties of materials and how they use creativity when manipulating materials

Part 37

Code

AC9S2H01_E8

Id

acara-v9:learning_areas:AC9S2H01_E8

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18704

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

exploring how physically changing materials helps us to re-use them in a variety of ways, and decrease waste

Part 38

Code

AC9S2H01_E9

Id

acara-v9:learning_areas:AC9S2H01_E9

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18705

Record type

illustrative_elaboration

Specific opportunity limit

Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.

Status

conditional national reference

Whole meaning

considering how First Nations Australians use scientific practices such as sorting, classification and estimation to make predictions

Part 39

Code

AC9S2I01

Id

acara-v9:learning_areas:AC9S2I01

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18708

Record type

content_description

Specific opportunity limit

Days41/43/46/48 new questions/predictions based on available experiences, actual or supplied provenance recorded.

Status

selected partial opportunity

Whole meaning

pose questions to explore observed simple patterns and relationships and make predictions based on experiences

Part 40

Code

AC9S2I01_E1

Id

acara-v9:learning_areas:AC9S2I01_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18709

Record type

illustrative_elaboration

Specific opportunity limit

Day43/48 questions about descriptions/new sound-related evidence, result open.

Status

selected partial

Whole meaning

posing questions about how to make sounds with different instruments, such as: ‘If I do this, will it always produce a higher pitched sound?’

Part 41

Code

AC9S2I01_E2

Id

acara-v9:learning_areas:AC9S2I01_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18710

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

posing questions about the appearance or position of celestial objects in space across time, such as: ‘I wonder if the moon will look the same tomorrow or next week, as it does today?’

Part 42

Code

AC9S2I01_E3

Id

acara-v9:learning_areas:AC9S2I01_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18711

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

making predictions about what might occur when materials such as playdough or tissue paper are pulled with different strengths

Part 43

Code

AC9S2I01_E4

Id

acara-v9:learning_areas:AC9S2I01_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18712

Record type

illustrative_elaboration

Specific opportunity limit

No harder/louder test prescribed. Force explicitly unmeasured; no universal force/pitch/loudness conclusion.

Status

reference only

Whole meaning

making predictions about the relationship between vibration and sound, such as: ‘I think that if a ruler is twanged harder, it will make a louder sound’

Part 44

Code

AC9S2I01_E5

Id

acara-v9:learning_areas:AC9S2I01_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18713

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

making predictions about future appearances of phenomena in the sky at certain times of the week, month or year, such as the moon or satellites

Part 45

Code

AC9S2I02

Id

acara-v9:learning_areas:AC9S2I02

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18715

Record type

content_description

Specific opportunity limit

Physical routes approved suggestion/following if actually performed. Quiet source critique/model construction differs from practical conducting.

Status

selected mode-dependent partial opportunity

Whole meaning

suggest and follow safe procedures to investigate questions and test predictions

Part 46

Code

AC9S2I02_E1

Id

acara-v9:learning_areas:AC9S2I02_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18716

Record type

illustrative_elaboration

Specific opportunity limit

Approved objects/stop signal/procedure suggestions and following observed only where actually performed.

Status

selected optional actual

Whole meaning

showing appropriate use of materials and equipment to others such as teachers, students or trusted adults and making suggestions about how to make an investigation safe or safer

Part 47

Code

AC9S2I02_E2

Id

acara-v9:learning_areas:AC9S2I02_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18717

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

discussing ways they could conduct observations of the sun in a safe way

Part 48

Code

AC9S2I02_E3

Id

acara-v9:learning_areas:AC9S2I02_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18718

Record type

illustrative_elaboration

Specific opportunity limit

Paper models/steps followed if chosen; no completed musical-instrument construction inferred.

Status

partial/future

Whole meaning

following visual or verbal steps to construct a musical instrument or manipulate a material

Part 49

Code

AC9S2I02_E4

Id

acara-v9:learning_areas:AC9S2I02_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18719

Record type

illustrative_elaboration

Specific opportunity limit

Child can suggest safe approved manipulation; actual action/help recorded, quiet plan distinct.

Status

selected optional actual

Whole meaning

suggesting ways they could manipulate materials and tools they could use

Part 50

Code

AC9S2I03

Id

acara-v9:learning_areas:AC9S2I03

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18720

Record type

content_description

Specific opportunity limit

Actual observations/records only for performed routes; supplied-note/model records distinct. Counts represent events/records, not sound-level measurements.

Status

selected mode-dependent partial opportunity

Whole meaning

make and record observations, including informal measurements, using digital tools as appropriate

Part 51

Code

AC9S2I03_E1

Id

acara-v9:learning_areas:AC9S2I03_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18721

Record type

illustrative_elaboration

Specific opportunity limit

Draw/text/exact scribing observations as actually available; no voice/photo/video required.

Status

selected mode-dependent

Whole meaning

recording observations through text, drawing, counts, digital photography or video

Part 52

Code

AC9S2I03_E2

Id

acara-v9:learning_areas:AC9S2I03_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18722

Record type

illustrative_elaboration

Specific opportunity limit

Day46 meaningful fair-comparison discussion; not calibrated equal force.

Status

selected with guidance

Whole meaning

engaging in a guided discussion about how to measure something in a fair way

Part 53

Code

AC9S2I03_E3

Id

acara-v9:learning_areas:AC9S2I03_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18723

Record type

illustrative_elaboration

Specific opportunity limit

Record counts are not units of physical acoustic measurement; broader informal measurement remains later opportunity.

Status

reference/future

Whole meaning

using familiar units of measurement such as cups, handspans, walking paces, blocks or pencil lengths

Part 54

Code

AC9S2I03_E4

Id

acara-v9:learning_areas:AC9S2I03_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18724

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

representing informal measurements with concrete objects, such as drawing chalk lines and using lengths of string to measure shadows

Part 55

Code

AC9S2I03_E5

Id

acara-v9:learning_areas:AC9S2I03_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18725

Record type

illustrative_elaboration

Specific opportunity limit

Silent drawing model is not real sensor/clap-o-meter/time-lapse/slow-motion footage.

Status

reference only

Whole meaning

exploring how digital tools can be used to make observations, such as simple clap-o-meter apps that measure sound volume, time lapse digital photography for observing apparent movement of celestial objects or slow-motion videos for observing a vibrating ruler

Part 56

Code

AC9S2I04

Id

acara-v9:learning_areas:AC9S2I04

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18727

Record type

content_description

Specific opportunity limit

Days42/43/45 organisers and silent physical/visual models with meaning/count limits. No annual organiser attainment inferred.

Status

selected partial opportunity

Whole meaning

sort and order data and information and represent patterns, including with provided tables and visual or physical models

Part 57

Code

AC9S2I04_E1

Id

acara-v9:learning_areas:AC9S2I04_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18728

Record type

illustrative_elaboration

Specific opportunity limit

Label source/action/model with correct evidence kind; not complete all material cases.

Status

selected partial

Whole meaning

adding labels to a drawing or digital photograph to indicate key features, such as properties of materials that stay the same when changed physically, or to indicate how sound is produced by an instrument

Part 58

Code

AC9S2I04_E2

Id

acara-v9:learning_areas:AC9S2I04_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18729

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

ordering images of the changing appearance of the moon to show a monthly cycle

Part 59

Code

AC9S2I04_E3

Id

acara-v9:learning_areas:AC9S2I04_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18730

Record type

illustrative_elaboration

Specific opportunity limit

Action/report organisers inDays42/45; general everyday prop action, not cultural-instrument catalogue.

Status

selected partial

Whole meaning

using a graphic organiser to sort images of musical instruments and the actions used to produce their sound

Part 60

Code

AC9S2I04_E4

Id

acara-v9:learning_areas:AC9S2I04_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18731

Record type

illustrative_elaboration

Specific opportunity limit

Counted note/event tokens/table with guidance; no universal sounding-versus-silent-object count from missing report.

Status

selected partial

Whole meaning

constructing simple column graphs and picture graphs with guidance to represent class investigations, such as recording objects that produce or do not produce sound

Part 61

Code

AC9S2I04_E5

Id

acara-v9:learning_areas:AC9S2I04_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18732

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

completing a table to record the number of ways different materials can be changed physically

Part 62

Code

AC9S2I05

Id

acara-v9:learning_areas:AC9S2I05

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18734

Record type

content_description

Specific opportunity limit

Days46–48 predictions/reports/fairness/further questions with guidance explicitly permitted; actual investigating evidence kept separate.

Status

selected with-guidance partial opportunity

Whole meaning

compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance

Part 63

Code

AC9S2I05_E1

Id

acara-v9:learning_areas:AC9S2I05_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18735

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

comparing their observations of changing shadow length across the day with their predictions and the patterns observed by others

Part 64

Code

AC9S2I05_E2

Id

acara-v9:learning_areas:AC9S2I05_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18736

Record type

illustrative_elaboration

Specific opportunity limit

Day47 different reporters/unknowns preserved; no diagnostic test.

Status

selected partial

Whole meaning

comparing observations of sounds with those of others and considering if we all sense sound in the same way

Part 65

Code

AC9S2I05_E3

Id

acara-v9:learning_areas:AC9S2I05_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18737

Record type

illustrative_elaboration

Specific opportunity limit

Day46 planned same source/action/spot as relevant; actual equality not assumed.

Status

selected with guidance

Whole meaning

proposing ways to ensure that the same sound is produced in an investigation in order to keep the investigation fair

Part 66

Code

AC9S2I05_E4

Id

acara-v9:learning_areas:AC9S2I05_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18738

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

comparing findings from investigations about physically changing a material, such as cutting and folding, and exploring questions that investigate similar changes to different materials

Part 67

Code

AC9S2I06

Id

acara-v9:learning_areas:AC9S2I06

Not mandatory elaboration checklist

False

Raw row identity

Collection

learning_areas

Row

18740

Record type

content_description

Specific opportunity limit

Children create useful guide/record texts in own mode with everyday/science words; scripts/parent help do not automatically prove independent communication.

Status

selected partial opportunity

Whole meaning

write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary

Part 68

Code

AC9S2I06_E1

Id

acara-v9:learning_areas:AC9S2I06_E1

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18741

Record type

illustrative_elaboration

Specific opportunity limit

Exact source-qualified vocabulary and sequence texts/guide in chosen response mode.

Status

selected partial

Whole meaning

using learnt scientific vocabulary and structuring texts to sequence events, processes or ideas

Part 69

Code

AC9S2I06_E2

Id

acara-v9:learning_areas:AC9S2I06_E2

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18742

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

creating and narrating a short animation to show the changing position of the sun across the day and using terms such as ‘sunrise’, ‘sunset’ and ‘horizon’

Part 70

Code

AC9S2I06_E3

Id

acara-v9:learning_areas:AC9S2I06_E3

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18743

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

creating a class model of the solar system and naming the sun and planets

Part 71

Code

AC9S2I06_E4

Id

acara-v9:learning_areas:AC9S2I06_E4

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18744

Record type

illustrative_elaboration

Specific opportunity limit

This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.

Status

national reference only

Whole meaning

making a collage to represent and display all the ways a material can be physically changed

Part 72

Code

AC9S2I06_E5

Id

acara-v9:learning_areas:AC9S2I06_E5

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18745

Record type

illustrative_elaboration

Specific opportunity limit

No mandatory singing/dancing/instrument performance; guide explanation does not substitute for all this example.

Status

future/optional

Whole meaning

presenting and sharing musical instruments, through dance and song, to show what is vibrating to make the sound

Part 73

Code

AC9S2I06_E6

Id

acara-v9:learning_areas:AC9S2I06_E6

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18746

Record type

illustrative_elaboration

Specific opportunity limit

Own guide/organiser/optional display/read-aloud, with actual authorship/support recorded.

Status

selected partial

Whole meaning

presenting findings of investigations using charts, read-alouds, slideshows or displays using everyday and scientific vocabulary

Part 74

Code

AC9S2I06_E7

Id

acara-v9:learning_areas:AC9S2I06_E7

Not mandatory elaboration checklist

True

Raw row identity

Collection

learning_areas

Row

18747

Record type

illustrative_elaboration

Specific opportunity limit

Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.

Status

conditional national reference

Whole meaning

acknowledging and learning about First Nations Australians’ ways of sharing astronomical knowledge across generations through oral traditions that include cultural accounts, stories, song and dance

Part 75

Code

Not supplied.

Id

acara-v9:achievement_standards:114fdb8bfd47ac95

Not mandatory elaboration checklist

False

Raw row identity

Collection

achievement_standards

Row

236

Record type

achievement_standard

Specific opportunity limit

All knowledge/inquiry clauses retained. This fortnight/source practice is not a full-year folio or on-balance official judgement.

Status

full annual reference, partial evidence only

Whole meaning

By the end of Year 2 students identify celestial objects and describe patterns they observe in the sky. They demonstrate how different sounds can be produced and describe the effect of sound energy on objects. They identify ways to change materials without changing their material composition. They describe how people use science in their daily lives and how people use patterns to make scientific predictions. Students pose questions to explore observed patterns or relationships and make predictions based on experience. They suggest steps to be followed in an investigation and follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and represent patterns in data. With guidance, they compare their observations with those of others, identify whether their investigation was fair and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas.