Eligibility and exposure
Show the complete matched source only when beginning this case. If the child has already seen its staff worked answers, practised it, or received answer-level help, record that exposure and use it as supported/formative teaching rather than an independent first response. Later is a new source, not an automatic progress test.
Help and actual evidence
Adult reading of the full source, usual communication, larger print, breaks, pointing and exact dictation are allowed; record which. Do not supply a component’s worked answer or criterion before a genuine first response. Reading aloud means this case cannot by itself demonstrate independent decoding; adult pen work cannot demonstrate handwriting.
Complete neutral source
This complete new fictional editing source gives its intended meanings. Three players share one paper-card box. Its draft label reads ‘the players box’. The intended meaning is a box belonging to those several players. A second draft says ‘We do not want the cards mixed’; the writer wants the shorter contraction of ‘do not’. Another draft says ‘Come here to hear the tune’: here gives a place and hear concerns listening in usual Australian English. A final present-tense note says ‘The players likes the quiet star wave’; its subject is those several players. No recording, hearing test, real event or personal information is required. Teachers may supply unfamiliar print words, with that help recorded. The source concerns regular plural possession and the stated present meanings, not every irregular plural spelling pattern.
D-later-Q1
Invitation
Edit the box label for the stated several-player ownership and explain the apostrophe’s position.
Component criterion
Uses ‘the players’ box’ and connects the after-s mark to the regular plural owners.
Staff example after an attempt
The players’ box belongs to several players. A player’s box would state one player instead.
Judgement limit
Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.
Next teaching
N29 · AC9E3LA11
D-later-Q2
Invitation
Shorten ‘do not’ in the supplied sentence and explain the apostrophe’s job.
Component criterion
Uses ‘don’t’ and identifies missing letters while preserving the intended meaning.
Staff example after an attempt
‘We don’t want the cards mixed.’ The contraction keeps ‘do not’; its apostrophe is not an ownership mark.
Judgement limit
Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.
Next teaching
N30 · AC9E3LA11
D-later-Q3
Invitation
Explain the different meanings of here and hear in the supplied sentence.
Component criterion
Gives place for here and listening for hear; pronunciation/language variety may be supported without claiming independent spelling.
Staff example after an attempt
Here points to a place; hear means listen. Their supplied sentence meanings distinguish the spellings.
Judgement limit
Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.
Next teaching
N31 · AC9E3LY12, AC9E3LY05
D-later-Q4
Invitation
Edit ‘The players likes the quiet star wave’ for the stated several players’ present preference.
Component criterion
Changes to ‘The players like the quiet star wave’ with subject-verb agreement and the same present meaning.
Staff example after an attempt
Several players take ‘like’ here. The edit does not change their present preference into a past event.
Judgement limit
Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.
Next teaching
N32 · AC9E3LA06, AC9E3LA08