Teacher guide · Character change
Teacher-only: intended keys and future stimuli. Do not distribute this guide or the ZIP to students.
Help a teacher who has taught L06 gather a genuinely unused character-change response, choose a concrete next teaching move from the visible evidence, and revisit the same four components with reserved new text. This is one bounded evidence-to-response-to-recheck journey, not a full ELA course.
Fit and materials
Use after original L06 v0.1.1 teaching. Learners need to locate words/actions in a short story; reading or listening access is allowed. Prepare separate student copies and a pencil, or an accessible spoken/dictated response route. No outside reading or equipment is needed.
Teaching sequence
1. Prepare L06 learner and teacher files; read its original model/key. Use L06 modeled, guided and independent work as teaching/practice. Both guided and independent responses use Anika; none becomes unused merely because it is called independent.
2. Optionally use the exact C04 independent-use adaptation as further Anika practice. It is the same story; record exposure.
3. Give only G6R02-C1 check-only, pages 1–2, after the teaching/practice. Keep the new story and intended key unseen beforehand. Collect individual reasoning under recorded conditions.
Read the evidence separately
L06-C01 · Identifies an accurate early action or statement from the story.
L06-C02 · Identifies an accurate later action or statement that can be compared with the early evidence.
L06-C03 · Explains a limited, defensible change using both details and distinguishes character change from changing circumstances.
L06-C04 · States a reasonable limit; avoids treating one situation as a permanent trait or guessing a private motive.
Use without a total score
For each criterion, record the actual words/action cited, explanation, and what is uncertain. Accurate evidence with a weak explanation needs a different move from an accurate explanation obscured by written mechanics. Do not require a single intended trait label; accept text-supported alternatives.
Use separate criteria and tentative local teaching decisions. No summed cutoff, ranking, diagnosis, mastery threshold, equivalent-form claim, or classroom-effectiveness claim. These constructed tasks have not been learner-tested or calibrated.
Conditions and access
Reasoning from a supplied fictional text about character change; decoding and independent writing mechanics are not the target.
Keep the entire passage available. Neutral read-aloud or text-to-speech, oral response, dictation, and extra processing time may support access. Do not emphasize answer clues, explain motives, select evidence, or paraphrase away the reasoning. Record actual mode, reading help, prompts, other supports, timing, and prior exposure. Follow known local access arrangements.
Exposure and next evidence
Keep C1, F1, T1 and all intended keys out of sight until the designated collection. Sharing any task or key makes it practice; record it and do not count it as fresh. All four routes reuse Leena, so a second route is additional practice, never another fresh check. R1 includes the explicitly taught Cora model.
4. Read the four components separately. Use the actual visible response to choose continue, clarify, reteach, or extend; signals are tentative examples, not thresholds. More than one need may appear.
5. Give only the chosen Leena route. Reteach page 1 is the separate worked example; pages 2–3 contain practice. Other route files have passage page 1 and response page 2.
6. After the move and a separate learning opportunity, give reserved F1 fresh-recheck pages 1–2. Compare components and record what changed and what remains uncertain. Use a new teaching move if needed.
7. Later, after another opportunity to apply the skill, give reserved T1 later-transfer pages 1–2. Its uneven change deliberately varies the reasoning demand. Treat the evidence locally, not as proof of stable mastery.
Timing
Choose local timing after a learning opportunity; no mandatory day interval or validated duration is claimed. F1 is new text, not a demonstrated equivalent form. T1 uses uneven change and another activity; differences in responses can reflect context or supports as well as learning.
Choose continue
Visible signal
The check includes accurate comparable early/later details, a defensible local change distinct from circumstances, and a reasonable limit.
Supplied next task
G6R02-N1 · student/route-continue.pdf
Apply the reasoning to another practice story and test the account with a second later detail.
Use when the check visibly includes all four components and the comparison is defensible. Let the learner apply that reasoning to the practice story and test it with a second later detail. Ask which detail makes the claim narrower; discuss only after the response.
Gather new evidence
Use reserved F1 after the move. If evidence remains sound, revisit later with T1. If an apparent strength disappears, examine the actual omitted component and clarify or reteach.
If more than one component is unclear, address the visible gap first and record why. These routes are examples of local decisions, not learner categories.
Choose clarify
Visible signal
The check is too brief, ambiguous, or hard to follow to tell whether the learner can compare evidence.
Supplied next task
G6R02-Q1 · student/route-clarify.pdf
Use a neutral spoken/dictated/written sequence so the learner supplies evidence and explanation; record every extra prompt.
Use when a short, vague, or hard-to-follow check leaves the reasoning unclear. Give this alternate response opportunity before assuming a conceptual problem. Use only the printed neutral prompts, ask where a selected detail occurs, and record prompts and response mode. Do not select evidence for the learner.
Gather new evidence
If the comparison emerges, continue practice; if the same conceptual gap becomes visible, reteach it. Then collect reserved F1 under recorded conditions.
If more than one component is unclear, address the visible gap first and record why. These routes are examples of local decisions, not learner categories.
Choose reteach
Visible signal
The response visibly names a changed object/setting as character change, uses only one moment, or makes an unsupported trait or motive claim.
Supplied next task
G6R02-R1 · student/route-reteach.pdf
Model the observable Cora contrast, ask which details belong to the person versus circumstances, then practice Leena without supplying her evidence.
Use when evidence visibly confuses circumstance with character or does not connect early/later actions. Teach the separate Cora worked example, then ask the learner to try the full Leena story. Let them supply Leena evidence. Revisit the model distinction if needed; record teaching help. This task is practice.
Gather new evidence
Collect F1 after this instruction. If the gap persists, give another supported comparison and record what remains uncertain; do not label a stable reading difficulty.
If more than one component is unclear, address the visible gap first and record why. These routes are examples of local decisions, not learner categories.
Choose extend
Visible signal
The check has a well-supported, limited comparison and the learner can usefully weigh another interpretation.
Supplied next task
G6R02-X1 · student/route-extend.pdf
Use Leena practice to evaluate two claims and explain why contrary evidence narrows an interpretation.
Use when the check shows accurate evidence and a well-limited inference and the learner is ready to weigh competing interpretations. Discuss why a wish for a solo and participation in another part can coexist. Do not award breadth for an unsupported dramatic trait.
Gather new evidence
Collect F1 to check whether the original four components remain visible, then later T1 for uneven change. Extension does not establish mastery.
If more than one component is unclear, address the visible gap first and record why. These routes are examples of local decisions, not learner categories.
Answer guidance · G6R02-C1
Task
Explain how the character changes across this story. Include one accurate early word or action and at least one accurate later word or action. Explain what the comparison suggests about the character's choices or actions, distinguish that change from a change in circumstances, and state one reasonable limit on what the story establishes. Quote or paraphrase precisely. Use only the story; a permanent trait or a private motive needs evidence the story may not provide.
Defensible answer
Samir initially says ordinary afternoons will not hold attention and cuts Bea off by tapping the next name. Later he asks about her grandfather's words, admits that he interrupted, keeps her recording, and asks another speaker what moment matters. During this club project he becomes more willing to hear and include a quiet story before deciding its value. The smaller room and reduced recording slots are circumstances; his listening and selections are the character evidence. Keeping adventures on the list does not cancel that narrower change. This does not prove that he will always listen or explain why he originally dismissed Bea.
Alternatives and limits
Accept an account of judging stories less quickly or making room for a wider kind of story, with accurate early/later evidence. The coat or small room alone is insufficient. Do not require the word respectful, or infer that Samir was jealous.
What to notice
Check chronology and whether the explanation connects the two cited actions. A detailed room description cannot substitute for Samir's choices.
Answer guidance · G6R02-N1
Task
Explain how the character changes across this story. Include one accurate early word or action and at least one accurate later word or action. Explain what the comparison suggests about the character's choices or actions, distinguish that change from a change in circumstances, and state one reasonable limit on what the story establishes. Quote or paraphrase precisely. Use only the story; a permanent trait or a private motive needs evidence the story may not provide. Then name a second later detail that supports or limits your explanation. Explain how it affects the strength of your claim.
Defensible answer
Leena first leaves the drumsticks and waits for a solo. After Ellis returns, she picks up the sticks, practices the drum part, and later goes to the drum chair before assignments. In these rehearsals she shifts from declining a supporting part to actively contributing through it, even while still wanting a solo. Ellis's absence/return, the hall, and the shortened piece are circumstances. The later actions after Ellis returns support more than a temporary switch while Ellis is absent. The story does not show that she no longer wants solos or will accept every future role.
Alternatives and limits
Accept becoming more willing to contribute in a supporting role or preparing her assigned part. Do not require that she likes drumming best. Her request for a beat while playing the solo can support an emerging realization, but should be paired with later choices after Ellis returns.
What to notice
Notice whether the learner uses a later choice rather than only the new assignment or location. Her stated wish for a solo limits an all-or-nothing interpretation.
A second later detail may be her wish for another solo, which limits the claim, or going to the drum chair unprompted, which supports a continued local shift. Both are valid when explained.
Answer guidance · G6R02-Q1
Task
You may explain aloud, dictate, or write. First identify one early word or action by Leena. Next identify one later word or action that you can compare with it. Explain what the difference suggests about her choices. Identify one change in the situation and explain why it alone would not show that Leena changed. End with one thing the story does not establish. You supply all details.
Defensible answer
Leena first leaves the drumsticks and waits for a solo. After Ellis returns, she picks up the sticks, practices the drum part, and later goes to the drum chair before assignments. In these rehearsals she shifts from declining a supporting part to actively contributing through it, even while still wanting a solo. Ellis's absence/return, the hall, and the shortened piece are circumstances. The later actions after Ellis returns support more than a temporary switch while Ellis is absent. The story does not show that she no longer wants solos or will accept every future role.
Alternatives and limits
Accept becoming more willing to contribute in a supporting role or preparing her assigned part. Do not require that she likes drumming best. Her request for a beat while playing the solo can support an emerging realization, but should be paired with later choices after Ellis returns.
What to notice
Notice whether the learner uses a later choice rather than only the new assignment or location. Her stated wish for a solo limits an all-or-nothing interpretation.
An oral response can make reasoning visible when written mechanics obscure it. It is not evidence of independent written composition, and this cycle does not assess decoding.
Answer guidance · G6R02-R1
Task
Explain how the character changes across this story. Include one accurate early word or action and at least one accurate later word or action. Explain what the comparison suggests about the character's choices or actions, distinguish that change from a change in circumstances, and state one reasonable limit on what the story establishes. Quote or paraphrase precisely. Use only the story; a permanent trait or a private motive needs evidence the story may not provide.
Defensible answer
Leena first leaves the drumsticks and waits for a solo. After Ellis returns, she picks up the sticks, practices the drum part, and later goes to the drum chair before assignments. In these rehearsals she shifts from declining a supporting part to actively contributing through it, even while still wanting a solo. Ellis's absence/return, the hall, and the shortened piece are circumstances. The later actions after Ellis returns support more than a temporary switch while Ellis is absent. The story does not show that she no longer wants solos or will accept every future role.
Alternatives and limits
Accept becoming more willing to contribute in a supporting role or preparing her assigned part. Do not require that she likes drumming best. Her request for a beat while playing the solo can support an emerging realization, but should be paired with later choices after Ellis returns.
What to notice
Notice whether the learner uses a later choice rather than only the new assignment or location. Her stated wish for a solo limits an all-or-nothing interpretation.
Worked Cora model: at first Cora keeps all pieces and says she will decide; later she divides them and asks Ben to choose an edge. Her choices move toward sharing decisions in these meetings. The larger table is a circumstance, not proof by itself. A repeated later action supports the local change; the story does not show that she always shares.
Answer guidance · G6R02-X1
Task
Explain Leena's change using the four components below: early evidence, later evidence, a comparison separate from circumstances, and a reasonable limit. Then evaluate two possible interpretations: “Leena stops caring about solos” and “Leena starts contributing through a supporting part while still wanting a solo.” Which is better supported, and what evidence supports your judgment? Revise either interpretation if a narrower claim fits better.
Defensible answer
Leena first leaves the drumsticks and waits for a solo. After Ellis returns, she picks up the sticks, practices the drum part, and later goes to the drum chair before assignments. In these rehearsals she shifts from declining a supporting part to actively contributing through it, even while still wanting a solo. Ellis's absence/return, the hall, and the shortened piece are circumstances. The later actions after Ellis returns support more than a temporary switch while Ellis is absent. The story does not show that she no longer wants solos or will accept every future role.
Alternatives and limits
Accept becoming more willing to contribute in a supporting role or preparing her assigned part. Do not require that she likes drumming best. Her request for a beat while playing the solo can support an emerging realization, but should be paired with later choices after Ellis returns.
What to notice
Notice whether the learner uses a later choice rather than only the new assignment or location. Her stated wish for a solo limits an all-or-nothing interpretation.
The second interpretation is better supported: she practices and plays the drum part while explicitly still wanting a solo. The first is contradicted by her words. Accept a narrower revision tied to these rehearsals.
Answer guidance · G6R02-F1
Task
Explain how the character changes across this story. Include one accurate early word or action and at least one accurate later word or action. Explain what the comparison suggests about the character's choices or actions, distinguish that change from a change in circumstances, and state one reasonable limit on what the story establishes. Quote or paraphrase precisely. Use only the story; a permanent trait or a private motive needs evidence the story may not provide.
Defensible answer
Nico first leaves dried clay and says the tables look clear enough. Later he washes and separates his tools; at the following meeting he turns back to scrape and wipe his place and asks whether he left another spot. During the club meetings shown he begins taking responsibility for cleaning his own work area and tools rather than walking away. Earlier closing and a cracked bowl change the situation; his return to clean when the normal closing time is restored is character evidence. The story does not establish that he always cleans or that his only motive is helping Dara.
Alternatives and limits
Accept a narrower account of beginning to check his cleanup, supported by the early departure and later return. The tangled wire may explain an event leading to changed actions, but does not itself show Nico changed. Do not assume a lasting personality trait.
What to notice
Look for comparison of Nico's observable actions, not a summary of the bowl or room schedule. Keep the inference local to the meetings shown.
Answer guidance · G6R02-T1
Task
Explain how the character changes across this story. Include one accurate early word or action and at least one accurate later word or action. Explain what the comparison suggests about the character's choices or actions, distinguish that change from a change in circumstances, and state one reasonable limit on what the story establishes. Quote or paraphrase precisely. Use only the story; a permanent trait or a private motive needs evidence the story may not provide. Consider whether any later detail complicates your explanation. Include it if it changes how strongly you can state the claim.
Defensible answer
Tess initially moves her cousin's piece and rejects his choice. Later she waits for him, stops after interrupting Jun, and asks whether her cousin wants an idea or time in the card game. Across these scenes she begins leaving more decisions to the other player, but the change is uneven: she interrupts Jun again. Bedtime and switching games are circumstances. Her words and restraint, rather than the new game alone, support the change. This does not establish that she always waits, is permanently patient, or knows exactly how another player feels.
Alternatives and limits
Accept a qualified interpretation such as making an effort to let others choose, with evidence of both change and remaining interruption. A learner can reasonably argue the change is partial or not yet consistent; require accurate early/later evidence. Do not require a smooth improvement narrative.
What to notice
The transfer task deliberately adds counterevidence. Treat a cautious conclusion as strength when text-supported, not failure to name a trait.
Optional local decision record
Keep locally. Do not send student names or responses to the site.
Date, version, task ID and learner local identifier
Actual early / later evidence; explanation; circumstance distinction; limit
Exposure, response mode, neutral reading help, extra prompts, time and supports
Tentative next move and reason; supplied task
F1 / later T1 evidence, uncertainty and next decision
Provenance and practical limits
All five new texts are original fictional instructional examples by this author session, not accounts of real classrooms or adapted copyrighted passages.
Inherited materials
L06 v0.1.1 was independently AI-approved in its own release. C04 v0.1.1 contains an inherited L06 v0.1.0 adaptation. These original assets retain their accepted bytes, names and versions. Their prior approval does not approve new G6R02 content.
PDF rendering resolves Arial to installed Liberation Sans. Embedded subset fonts are permitted by the installed SIL Open Font License 1.1. Exact resolved font files, license copy and PDF font inventory are recorded in production evidence.
Review and claims
New G6R02 authoring state: NEEDS_INDEPENDENT_AI_REVIEW. Independent content review and publication status are recorded separately on the resource page. No human review, learner pilot, calibrated assessment, accessibility certification, or established classroom outcomes are claimed.
Files
Nine new stems each have PDF, editable DOCX and HTML. Student text/directions match across formats. PDF pagination is checked; editable DOCX may paginate differently in local software. The teacher-only C06 ZIP includes these 27 files plus four original L06 files and four exact C04 character files, README and VERSION-MAP. It contains keys and all reserved future passages.