Skill: write-like-james @ 4a61447 · review-lesson (Role C, triage) @ 377d183
Reviewer notes — Olivia and James: what to decide, what she is telling us, and every note
Olivia's notes first (the digest, then every note); James's own notes from the topic pages are in their own section at the end.
1. Actions for James — 3 waiting, 15 ruled
One question each. Tap a button: your ruling goes straight to the build's inbox and is applied at the next check. The card then shows it as ruled.
Topic 1
Shall the Topic 1 edit pass go ahead now?
Recommendation: Go.
30 of Olivia's 43 notes are ruled apply. Every edit is written out, old to new, in the triage record. None is in the files yet: the permission system refused the agent's file edits and its checker run on 29 Sep, so the pass waits for your word.
The pass is three things: the 30 written edits (26 numbered), the word swap landmark → reference point across Topic 1 and its four stray uses in Topics 2, 6 and 31 (plus the three atom titles in the register), and the video edits by ID in handoff/G3T01/videos/FEEDBACK_OLIVIA_2026-09-29.md (the four videos that say "landmark", the objects present from frame one in L01 to L03, "Imagine we turn the light off" in L04, the spoken units and full lines in L05 and L05b).
When you say go: the edits go into the files, the checker runs to 0 FAIL, L05-q5 (its key moves 32 → 20) and the two new mistake-spotting items get a cold read, the page rebuilds, and the video edits go to the pipeline. Until the video edits land, the page says "reference point" and the videos say "landmark".
Topic 1 · the summary video; Lesson 6: Straight or curved path
Which of Olivia's narration notes on the summary video and the path video earn a re-render now?
What it says now: The summary video runs 96.6 seconds (the rule is 75), moves from idea to idea with no pause, and does not open with "You learned about…".
Olivia's suggestion: "slow down a little bit and pause and let the students process… it just zooms through the snail"; "say 'You learned about X, you learned about Y'"; on the path lesson, "another example of a slanted but straight path (perhaps up a ramp?)".
Recommendation: No re-render now. Send the edits, hear the videos with the first students, re-render the summary once with every change at once.
Reason: Her two spoken fixes are audio edits by id, already written; pacing, an orienting frame and a new example are new narration, so a re-render each, and a slower read makes the summary longer unless a beat goes.
More detail
Olivia on the summary: "slow down a little bit and pause and let the students process… it just zooms through the snail"; "say 'You learned about X, you learned about Y' to orient the students." On L06: "another example of a slanted but straight path (perhaps up a ramp?)".
The two spoken fixes she named ("the ball is over there"; the car's subject and a pause) are audio edits by id, written. Pacing across a whole video, an orienting frame and a new example are new narration: a re-render each.
The summary is 96.6 s against the 75 s rule already; a slower read makes it longer unless a beat goes.
Ruled by James (1 Oct): pull the pattern lessons (A9-l07-v3, 14:15 UTC) — the SUMMARY half changes shape: the three pattern beats (11–13) are cut by an audio edit (handoff/G3T01/videos/FEEDBACK_2026-10-01_pattern_pull.md, not sent), which takes the video from 96.6 s to about 77 s, so her "slow down" note is easier to meet without a re-render. The L06 half (the ramp example) stays open as asked above.
Topic 1
Does the reference-point line change with the term?
Recommendation: Change the line with the term: "A reference point is an object that helps you say where something is." Short, says the job, keeps "say where".
Olivia on the practice recall of the term: "a bad definition category or confusing definition. If something has a definition that's confusing, I would not have the kids be quizzed on the definition of the word." The line is "an object everyone can see, used to say where something is".
The term is changing anyway (landmark → reference point, A1). Her own L02 wording is the two-object form: "the object that helps you find the thing you are looking for." It names the job, not a property ("everyone can see").
The recall item stays either way (every coined term has a recall item, your 30 Sep rule); what changes is the sentence the child completes.
Ruled (15) — your words, or the standing rule of yours the build applied, under each
Topic 1 · Lesson 3: Say how far and which way; Lesson 4: Did it move?
Does the article stay the video's twin, or become a shorter reference text?
What it says now: The article teaches the whole lesson in prose, the same content as the video, with subtitles and figures.
Olivia's suggestion: "I'm not sure it works to have a reading that is the exact same script as a video. I might just do the video." On the next lesson: "perhaps it works as a reference?"
Recommendation: Keep the article as the full lesson in prose.
Reason: Your 25 Sep ruling makes the article the learner's alternative to the video; a shorter text is a third thing to write per lesson, or a reader who learns less than a watcher.
More detail
Olivia, on L03: "I'm not sure it works to have a reading that is the exact same script as a video. I might just do the video." On L04: "perhaps it works as a reference?"
Your 25 Sep ruling makes the article the learner's alternative to the video: it teaches the whole lesson in prose, and already differs in shape (subtitles, figures, captions).
A shorter reference text means a third thing to write per lesson, or a student who picks "read" learning less than one who picks "watch".
Ruled by James (1 Oct, 14:13 UTC): keep the article as the full lesson in prose. No content change.
Topic 1 · Lesson 4: Did it move?
Should Lesson 4 (Did it move?)'s quiz end with the student writing "The ball changed its position"?
What it says now: "Look at the book before and after. Did the book move?" with the options "moved / did not move".
Olivia's suggestion: Move the options to "changed its position / did not change its position", and have the last half of the quiz written as sentences.
Recommendation: No written sentences; keep "moved / did not move".
Reason: Your 29 Sep rule: a typed answer only where the question is closed (one term, one name, one number); a sentence is open, so it stays an MCQ.
More detail
Olivia wants L04's items to move from "moved / did not move" to "changed its position / did not change its position", with the last half as written sentences.
Your 29 Sep ruling: a typed answer only where the question is closed (one term, one name, one number). A sentence is open, so it becomes an MCQ.
The why lines already say "Its position changed, so it moved" on every item.
Topic 1 · Lesson 3: Say how far and which wayOlivia: must
Lesson 3 (Say how far and which way), question 7: ask for "the direction of the chair from the table", not her wording?
What it says now: "The chair is two steps from the table." Which sentence adds the direction? (key: two steps to the left of the table)
Olivia's suggestion: "Which sentence tells you the direction you must take to get from the chair to the table?"
Recommendation: Our wording.
Reason: The chair is left of the table, so to reach the table you walk right; her wording makes the keyed answer wrong. You praised the direction-of-the-chair-from-the-table form on 29 Sep.
More detail
Olivia's wording: "Which sentence tells you the direction you must take to get from the chair to the table?"
The chair is LEFT of the table, so to reach the table you walk RIGHT. Her wording makes the keyed answer ("two steps to the left of the table") wrong.
We kept her cut of the lead sentence and wrote the stem as "the direction of the chair from the table".
Topic 1 · Lesson 5b: Measure how far it moved when the zero is not at the start
Lesson 5b (Measure how far it moved when the zero is not at the start): keep the seashell's 12 → 28, or start with simpler even numbers?
What it says now: The seashell's front sits at 12 centimeters before and 28 centimeters after; 28 − 12 = 16, so it moved 16 centimeters.
Olivia's suggestion: "start with using simple even numbers, then make the math more complex."
Recommendation: Keep 12 → 28.
Reason: You chose 12 → 28 as the model hard item on 28 Sep; it is drawn in three figures and spoken six times in a live video, so new numbers mean new drawings and a re-record.
More detail
The 12 → 28 seashell is the model hard item you chose on 28 Sep. It is drawn in three figures and spoken six times in a live video.
New numbers mean new figures and a re-recorded passage, not a word edit.
Topic 1 · Lesson 5b: Measure how far it moved when the zero is not at the start
Lesson 5b (Measure how far it moved when the zero is not at the start)'s attached question: keep the method question, or make them do the maths?
What it says now: The question after the video: "The seashell moved from START to STOP. The ruler's zero is not at the start. How do you find how far it moved?"
Olivia's suggestion: "I would just have them do the math instead of asking them how to do the math."
Recommendation: Keep the method question.
Reason: The attached question is the easy gate straight after the video (one easy, video-dependent question); the quiz then does the arithmetic three times.
More detail
The attached question is the easy gate straight after the video (the format ladder: one easy, video-dependent question). The quiz then does the arithmetic three times (q4 to q6).
Topic 1 · Lesson 3: Say how far and which way
Lesson 3 (Say how far and which way), question 2: keep the drawn item, or replace it with a text item?
What it says now: A drawing of the steps from the window to the ball, with "Look at the drawing. Which object is the landmark?"
Olivia's suggestion: "This just feels very specific to this video. I would have text again."
Recommendation: Keep the drawing.
Reason: The drawing is the first step of the scaffold and a reader of the article can answer it; your 29 Sep rule: reading items show the drawing.
More detail
The drawing (steps from the window to the ball) is the first step of the scaffold. A student who read the article and skipped the video can answer it. The sentence items follow it.
Topic 1 · Lesson 7: Spot the repeat; Lesson 8: Predict the next move; the summary video; the mixed practice
Does "a part that happens again in the same way" stay as the definition of pattern?
What it says now: "A part that happens again in the same way is called a pattern." (the lexicon, both pages, eight items, two live videos)
Olivia's suggestion: "A pattern is not a 'part that happens in the same way.'" Her objection is to "part": part of what?
Recommendation: Change to "something that happens again and again in the same way". Lexicon, pages and items in one pass; two audio edits by id.
Reason: "Something that happens again and again in the same way" keeps the idea in plainer words; the two live videos keep their audio until an edit by id (your edit-not-regenerate rule).
More detail
Olivia, four times (L07 script, L08-q1, the summary's first attached question, and "bad definition" on the practice recall): "A pattern is not a 'part that happens in the same way.'" Her objection is to "part" — part of what? — and to asking children to recall a wording that is odd in their mouths.
The line is in the topic lexicon, the L07 and L08 pages, eight items and two live videos (L07 beat 7, SUMMARY beat 11: an AUDIO edit by id each).
A plainer line that keeps the idea: "Something that happens again and again in the same way is a pattern." The quiz items already lean on "again and again".
Ruled by James (1 Oct): pull the pattern lessons (A9-l07-v3, 14:15 UTC). The definition no longer lives in Topic 1: L07, L08, the summary's pattern beats and the practice recalls left the topic the same day. Her objection to "part" travels with the lessons and is answered in the pattern module proposal (course_preview/review/PATTERN_MODULE_PROPOSAL.html), which authors the module on "something that happens again and again in the same way" from the start. The SUMMARY beat 11 audio edit is now a cut (handoff/G3T01/videos/FEEDBACK_2026-10-01_pattern_pull.md).
Topic 1 · Lesson 7: Spot the repeat
Does the Spot the repeat video get a third script written with Olivia's ideas, or stay as the second version?
What it says now: The live video: a swing moving forward and back with FORWARD and BACK chips, a drip as the non-example, "forward and back takes 2 seconds every time". A second version (a three-second tap, the rule spoken once) waits under it.
Olivia's suggestion: "This is the first video that is a complete miss. I would pull this… If you want ideas for how to do it, let me know." Her faults: a swing that moves with no rider; FORWARD and BACK chips out of time with the seat; "2 seconds every 2 seconds" unclear; "frantic"; the uneven-drip non-example; and the quiz asks about traffic lights the video never showed.
Recommendation: Ask Olivia for her ideas, write a third version of the Spot the repeat video (and the one-line Predict the next move fix), keep the second version live until it lands. The quiz has already been reordered so motions lead and the lights come fourth.
Reason: Your 29 Sep ruling keeps the pattern lessons; the rider and the chip timing are edits by id (delivered as a new version); the rest is new narration, so a new render, which costs your time and the pipeline's.
More detail
Your 29 Sep ruling stands: the pattern lessons stay (NGSS 3-PS2-2). The rider and the chip timing are visual edits by id (written, not sent). The rest is narration, so a v3 render. L08's one missing line ("Saying what happens next, before it happens, is called predicting") is the same kind of change.
The v2 (three-second tap, rule spoken once) is still waiting for your word under the live video.
Ruled by James (1 Oct): pull the pattern lessons — his words: "I think let's pull these pattern lessons. They don't really fit with the motion topic anyway, and you can propose a separate mini module for them. And we can ask for Olivia's help on that." Done 1 Oct: L07 and L08 out of Topic 1 (seven lessons; bank refilled to 50), the videos retired to handoff/G3T01/videos/retired_pattern_lessons/, the v2 / v3 swap questions closed, Olivia's L07 / L08 edit cards marked moot. The module proposal, with a brief for Olivia, is course_preview/review/PATTERN_MODULE_PROPOSAL.html.
Topic 1 · Lesson 6: Straight or curved path
Is a path "the line a moving object travels along", when maths says a line is straight?
What it says now: "The line a moving object travels along is called its path."
Olivia's suggestion: "I'm wondering if it's confusing to say the path is 'the line' it follows because do students learn in math that lines are straight?"
Recommendation: Keep "the line a moving object travels along".
Reason: In grade-3 maths a "line" is any mark you draw and "straight line" carries the straightness; the next sentence says a path can bend; "track" clashes with the train's track in the same lesson.
More detail
In grade-3 maths a "line" is any mark you draw; "straight line" is the term that carries straightness, and the lesson's very next sentence says a path can bend. The lexicon line is in the article, the L06 video (beat 2) and the summary (beat 10).
Alternatives all cost something: "the track it follows" clashes with the train's track in the same lesson; "the way it goes" clashes with direction ("which way").
Topic 1 · Lesson 7: Spot the repeat; Lesson 8: Predict the next move
Do the equal-bounce ball items become a wind-up toy that hops the same every time?
What it says now: "The ball has bounced four times, the same distance apart each time. Where will it land next?" and three more items on a ball that bounces the same every time.
Olivia's suggestion: "how is the ball bouncing the same height over and over again?" "Not a realistic thing that would happen in life."
Recommendation: Yes, a wind-up frog.
Reason: A real ball bounces lower each time; a wind-up frog that hops the same every time is true to life and keeps the move (where does it land next?); keys unchanged, one new drawing.
More detail
Olivia on L08-q2, q3, q4 (and the same drawing sits under L07-q6): "how is the ball bouncing the same height over and over again?" "Not a realistic thing that would happen in life." A real ball bounces lower each time, so a child who has bounced one may distrust the drawing.
The topic's register is toys that move the same way every time (the toy car, the toy duck, the wind-up frog in the practice set). A wind-up frog that hops along the floor keeps the move (where does it land next?) and is true to life.
Cost: one new drawing (a frog, two renders: the equal-hops case and the where-next case), four stems renamed, keys unchanged.
Ruled by James (1 Oct): pull the pattern lessons (A9-l07-v3, 14:15 UTC): the four items left Topic 1 with L07 / L08 before the frog was drawn, so nothing changes in Topic 1. Her point stands for the module: toys that move the same way every time are the honest motion case, and the proposal carries it (a wind-up toy among the module's examples).
Topic 2 · the intro video; the summary video
Does the plane stay in the Topic 2 intro?
What it says now: "A plane crosses high overhead. It looks slow, slower than a bird flying past." The summary closes it: "The plane goes about 250 meters in each second. It only looks slow."
Olivia's suggestion: "I'm not sure if the plane needs to be in there. I feel like relative motion seems more advanced than third grade."
Recommendation: Keep the plane.
Reason: You chose the plane on 28 Sep as the intro's second curiosity gap; nothing in the topic teaches relative motion; the video is live and approved, so a cut is a re-render.
More detail
You chose the plane on 28 Sep as the intro's second curiosity gap (it looks slower than a bird; in one minute it goes farther than a two-hour walk). The summary closes it: "The plane goes about 250 meters in each second… It only looks slow." Nothing in the topic teaches relative motion; the plane is a far-away fast thing.
Taking it out is a re-render of the intro (beats 7 to 10) and a cut to the summary (two beats and one attached question).
Topic 2 · Lesson 1: Always somewhere new
Should a one-fact lesson's quiz have fewer "did it move?" items?
What it says now: Seven case items in her own form ("A truck is driving along the road. Does its position change as it drives?"), then two harder items and a word-choice item.
Olivia's suggestion: "there are too many questions about whether something moved or not… test something that's harder to remember and understand."
Recommendation: Keep the seven cases; the climb to the harder face is the fix.
Reason: The lesson's atom is one fact, so the quiz's job is fluency on it; the climb to the harder face is the fix; your Matter ruling already allows a shorter quiz.
More detail
Olivia, on L01: "there are too many questions about whether something moved or not. I think we should not use these and test something that's harder to remember and understand."
L01's atom is one fact: a moving object is always changing its position. Its quiz now runs one recall, seven cases in her own stem form ("A truck is driving along the road. Does its position change as it drives?"), two items on the harder face (between the pictures too; no moment in one place) and a word-choice item. The fluency repetition is your 25 Sep format (about ten items, varied surface).
Fewer cases means a shorter quiz, which your Matter ruling already allows ("five or six is fine; never pad to ten").
Topic 2 · Lesson 1: Always somewhere new
Should a picture appear only after a wrong answer?
What it says now: Every drawn item shows its picture with the question, every time.
Olivia's suggestion: "if they can't answer it, you give them an image to help scaffold and if they're answering a bunch wrong maybe they get the images. I don't know if it's easy to do that."
Recommendation: Note it for David as a platform idea; no change to the items.
Reason: Showing a picture only after a wrong answer is a platform behaviour TimeBack does not offer today, and it would need two versions of every drawn item; it is now ask 20b to the Scroll engineers.
More detail
This is a platform behaviour, not an item: TimeBack shows an item with or without its figure, and we have no second-try state. It would also need two versions of every drawn item.
Topic 2 · every video
Should every video say what it is for, at the start or the end?
What it says now: Every video opens on its first scene, states the rule last, then "Okay, now your turn." No title, no preamble.
Olivia's suggestion: "it'd be nice to add some context to the videos, either at the beginning or the end, to explicitly tell the students what they learned. 'The purpose of this video was for you to learn how to talk about moving objects and their changing position' or something like that."
Recommendation: No purpose line; the rule slide does that job.
Reason: Your approved anatomy has no title and no preamble; the rule slide is the "what you learned" line; a purpose line means a re-render of every delivered video.
More detail
The approved anatomy has no title and no preamble: the scene opens on the first line, the rule comes last, then "Okay, now your turn." The rule slide is the "what you learned" line, spoken in the lesson's own words. Adding a purpose line to every video is a re-render of every delivered video and a change to the anatomy (vault, elementary micro-lesson).
Topic 2 · Lesson 3: Farther in the same time
Is Lesson 3 (Farther in the same time) (farther in the same time) needed, or is it confusing without the maths?
What it says now: "Faster means farther in the same time. Give two objects the same time. The one that goes farther in that time is faster."
Olivia's suggestion: "is this lesson needed? I think either we want to teach the students the math of how to calculate speed or we don't need this lesson. Third graders understand what it means to be faster."
Recommendation: Keep Lesson 3 (Farther in the same time); re-render it only if you want her race scene and the re-spoken beats.
Reason: You ruled the two faces of faster on 29 Sep (farther in the same time; then less time over the same distance) and that no grade-3 item needs distance ÷ time; the next two lessons lean on this one's "the times are different, so this does not tell you".
More detail
You ruled the two faces of faster on 29 Sep: L03 "Faster means farther in the same time", L04 "Faster also means less time over the same distance", and that no grade-3 item may need distance ÷ time. L03 is also where "the times are different, so this does not tell you" is first met, which L04 and L05 lean on. Her video notes on L03 (the "Farther." fragment, the frog-and-duck wording, the start line and the front of the toy) are in the pipeline file as one visual edit and three "needs James" lines.
2. Key overarching points and general themes
What her 43 Topic 1 notes say when you stand back. Two are already rules; the rest are patterns to hold every topic to.
- A quiz climbs from recognising a term to producing it. Her L01-q9: "position" was typed before the student had ever picked it from a list. Now a rule (checker sweep S32); Topic 1's one hit is in the edit list.
- Coin the later-science word. Her seventh grader: "a desk is not a landmark!" You ruled reference point, "because that's what we're going to use in science when the kids are older". Where two words fit, the one the student meets again wins.
- Objects must not appear from nowhere, and the scene needs a reason. Three of her four video notes were this (L01, L02, L03): a ball that pops into view, a hat and box that arrive mid-scene, a car we can already see being called "not enough". The fix is a visual edit; the rule is a continuity line in every later brief.
- Characters need a reason to act. "Why did Mia point in the wrong direction?" A gesture the story does not motivate reads as a mistake, not a teaching move.
- The article as the video's transcript may not earn its place. She said it twice (L03, L04). Your call, action A2.
- Measuring has its own list. Measure from the same side of the object every time (the FRONT); name the starting line; put the unit on every number; ask only from items that draw the ruler; add mistake-spotting items (the ruler's end at the start mark; front and back). Units as words and drawn instruments were already ruled in the Matter review; the rest is in the Topic 1 edits.
- Emphasis by capitals. Six notes ask for a bold or capital word in a stem (EXACTLY, FAR, WAY). The topic already used it once (BEFORE and AFTER), so it is now the form.
- Cut the item that pretends language works differently from real life (L02-q10's Leo, L03-q12's Priya). If a real speaker would have context, do not ask the student to pretend they do not.
From her 1 Oct notes (L05b–L08, the practice, the summary):
- A "convoluted language question" is one where the words, not the science, decide the answer. She named six (L06-q13, L08-q7, q8, q9, q11, PR-q13). Her fix is ours now: a term item is the recall item's own sentence with the blank, offered as an MCQ first; a transfer item restates the scene in short sentences and strips any clause the options do not need.
- Realism is a condition, not a nicety. A swing that moves with no rider, a ball that bounces the same height for ever, a lighthouse that "has just flashed": a child who knows the real thing stops trusting the drawing. Toys that move the same way every time are the honest case for patterns (A11).
- The quiz asks only what the video (or the article) taught. L07's first item was a traffic-light sequence the video never showed. Before a quiz is finished, each item is read against the video script as well as the article; where only the article covers it, the item moves later or the script gains the line.
- Colour where it helps a child read the picture, never for decoration. Blue water in the bowl, red-yellow-green lamps, one red fan blade with a dot: each colour does a job the stem names. The register's colour rule (28 Sep) already allows it.
- Every ruler item draws its ruler, and the number leaves the stem. Her ask ("images with the ruler in all questions") meets your cover test (30 Sep): a drawing the item does not need is deleted, so the reading moves off the stem and onto the drawing.
- Name the subject. "Its" → "the skateboard's"; "it sits by the desk" → "the toy car sits by the desk". Nine notes were this. Already the sentence-atomisation rule (a named actor); it now gets read on every stem and every narration beat, not only idea lines.
- An imagined scene is not "right now." Her L01-q3: "These are all imagined scenes so I think it's weird to say 'Is thing XYZ happening right now.'" The form is now "A truck is driving along the road. Does its position change as it drives?" (Topic 2 L01, applied). A sweep rule if you want it.
- Name the object, never the pronoun. "Replace 'they' and 'it' with the names of the objects." In narration and in items: "The two pictures look the same, because the marble's position stays the same." (Topic 2 L01, a video edit by id.)
- Say when a drawing is from above. Her L02-q6: the bike's bend read as a bike flying off a ramp. Every from-above drawing in Topic 2 now carries SEEN FROM ABOVE; a label points at the thing from beside it, and an arrow never sits in a corner of the path.
- Teach the table before the first table. Her L03-v1: "the very first question you're asking them is to get information off a table." Topic 1 has no table, so Topic 2 L03 is the first; three lines now say what a row and a column hold.
- A video should pause between ideas and close on what was learned. Said twice today (L01, and for every video). The pause is a re-render; the closing line is action A23.
3. Future considerations
Topics 20 to 42 are written but not yet reviewed by you or read by Olivia. Topics 5 to 19 were fixed to your Physics and Matter reviews on 29 Sep. Where each theme stands:
- Quiz order (S32): now in the checker, so it runs on every topic the checker touches. Swept and clean in Topics 2, 16 to 18 and 20 to 42 (each build record says so). Not yet run on Topics 3 to 15 since the rule landed.
- Later-science words: "landmark" still sits in Topics 2, 6 and 31 (a distractor and its feedback in each); it goes with action A1. Not yet done: a read of every coined term in Topics 20 to 42 asking "is this the word they meet in middle school?"
- Units on every number: swept across Topics 20 to 42 on 29 Sep (units as words, including °F, mL and g).
- Drawn instruments and mistake-spotting items: applied to Topic 1's measuring lessons only. Not yet checked in Topics 16 to 19 (Matter's measuring: mass, volume, temperature) or in Topics 20 to 42.
- Videos for Topics 20 to 42 are not briefed yet. Every brief now carries a continuity line (objects present from frame one, nothing appears unmotivated) and a no-hands line; Topics 24 to 42's figures were swept for hands on 29 Sep.
- Same-frame recognition before recall (1 Oct): Topic 1's L06 and L08 now ask the recall item's own sentence as an MCQ first. The 30 Sep S33 rule only checks that some MCQ offers the term; a sweep that prefers the same frame (stem text of the typed item ≈ stem text of an earlier MCQ) is a candidate for the checker and a read on Topics 2–42.
- Scripts against quizzes (1 Oct): L07-q1 asked what only the article taught. A sweep that lists, per lesson, the quiz items whose scene kind (a light sequence, a sound, a non-motion event) appears in neither the script's say lines nor its screen cues is a candidate; until then it is a line in the review-lesson checklist for every topic Olivia has not yet read.
- Instrument items course-wide (restated): Topic 1's measuring items now all draw the ruler with the reading off the stem; Topics 16–19's mass, volume and temperature items are the next read.
- Before Olivia reads a topic: run the checker (S32), read the term list against later-science words, and check that any measuring item draws its instrument. Then she is reading for what only a teacher sees.
- "Is its position changing right now?" stems (her L01-q3 form) remain in: Topic 3 (3), Topic 9 (2). Change them to her "does its position change as it …?" form when you adopt the theme.
- From-above drawings outside Topic 2 (paths, maps, the gym): not yet swept for a SEEN FROM ABOVE chip or for arrows in corners.
- First tables: Topic 2 L03 is now taught; other topics whose first drawn table sits on an item (Matter's measuring tables, Earth & Space's rain tables) are not yet checked.
4. Procedural considerations
How her notes move, as it stands after your 29 Sep rulings.
- Her notes arrive through the "Send my notes to James" button on each topic page. They are pulled each morning and filed; the pull tool commits them.
- Sensible notes are applied automatically (a wording fix, a cut item, a label on a drawing). Debatable ones come to you here, one bold question each, with a ruling box.
- A general rule sweeps every topic the same day, every strand. Her quiz-order note became S32 and ran across the course on 29 Sep.
- Videos are edited by ID, never regenerated. A word or a visual is changed in the moments it appears; the video keeps its ID.
- David is out of the review loop. The loop is you and Olivia; David uploads to TimeBack.
- Rulings you type on this page come straight back to the build (the same inbox as her notes) and are applied at the next check. The page shows each ruling under its action once it has landed.
- Ask Olivia to mark a high-priority note ("HIGH:" at the start of the note is enough). Her priority signals weigh in the triage.
The digest is hand-written (reviews/olivia/DIGEST.md) and updated as her notes come in. Below: every note she has sent, and what happened to it.
Every note
- G3T02 Fast and slow: 29 notes (2026-10-01)
- G3T01 Where is it? Did it move?: 134 notes (2026-10-01)
- G3T03 Earth pulls things down: 1 note (2026-09-28)
- By status: waits for James 4 · ruled apply, edit written, not yet in the files 60 · video edit (pipeline) 19 · ruled by the build (a standing rule) 6 · applied 53 · declined, reason given 9 · noted, no change 10 · closed 3
James (29 Sep): Olivia's notes are applied as they arrive when they are sensible and not a restructuring; only the debatable ones come to him. Statuses: waits for James = a decision page has the question · ruled apply, edit written = the exact change is in the triage record and goes into the files next · video edit (pipeline) = an edit, not a re-render, in the topic's FEEDBACK_OLIVIA file · ruled by the build = settled under a standing rule of James's (the Ruled list says which) · applied = in the files · declined = left as is, reason in the row · noted = no change needed. Item links open the topic page at that part.
G3T02 Fast and slow — 29 notes, sent 2026-10-01 by Olivia Mullins
Triage record: grade3/topic02_build/records/OLIVIA_TRIAGE_G3T02_2026-10-01.md
| note | her words | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | Like the racing part, I'm not sure if the plane needs to be in there. I feel like relative motion seems more advanced than third grade. A smaller thing - The sun goes the wrong way. If it's morning it should be lower in the sky. In the afternoon it should be higher in the sky. Otherwise it needs to change the wording to "afternoon and evening" if the sun's going to be going from higher in the sky to lower. | video edit + debatable | Sun: VISUAL edit by id (pipeline file): the morning sun low on the LEFT of the sky at Maya's race, on the RIGHT and a little lower at Leo's — it has crossed the sky; audio unchanged. (Her "morning low, afternoon higher" is only true before noon; the last race of the afternoon is after it.) Plane: James chose it on 28 Sep as the topic's second curiosity gap, closed by the summary's "250 meters in each second" → action A20 | video edit (pipeline) |
| L01-script | At around 23 seconds it said, "The marble is somewhere new in every one." I think it would be better to say, "The marble is in a different place, or position in every one" This kind of gives us a little definition of position before it's then used. Again they say that the marble never stopped rolling but it did stop rolling so that sentence needs to be removed. Instead they could say, "The marble rolled all the way from the FRIDGE to the door. While it was moving its position was changing. " Then after "that is what moving means," \say, "Now the marble sits still by the door." Add "now." Then say "We can take two more pictures. " Instead of using pronouns in the next sentence, name the object. The pictures look the same because they are the same. The marble wasn't moving, or whatever's there. Right now it's like" they look the same."" It wasn't moving" so replace "they" and "it" with the names of the objects to make the sentence clear. Again at 53 instead of "the bus is somewhere new in every picture," I would say, "the bus is in a different position in every picture or "a different place or position in every picture." I'm confused by the clock. It should have an hour and minute hand that aren't moving and a second hand that is moving. It doesn't need to say that the second hand is moving "slowly" because it's not moving slowly. And again I think these videos just need to pause a little bit after giving an idea before moving to the next one. Students need to be able to process what was said before having a new idea. I like "A moving object is always changing its position." I think it'd be nice to add some context to the videos, either at the beginning or the end, to explicitly tell the students what they learned. "The purpose of this video was for you to learn how to talk about moving objects and their changing position" or something like that. | video edit + debatable | Three EDITS by id (pipeline file): AUDIO at beats 7 and 13 "somewhere new" → "in a different position" (the rule slide and the lesson's title keep "somewhere new"); AUDIO at beat 11 "They look the same, because its position stays the same" → "The two pictures look the same, because the marble's position stays the same"; VISUAL at beats 14–15: a short hour hand that stays and a long minute hand that moves one mark, labelled MINUTE HAND. Her second hand: declined — the clock is the lesson's slow mover, a second hand is not slow and "slowly" is the point. The sentence replacements, the added "now", the pauses and the closing line need new narration → listed as "needs James: re-render or leave"; the closing-line idea is action A23 | video edit (pipeline) |
| L01-v1 | I think the question can just say "changing" instead of "changing every moment."Not a huge deal. | content edit | Applied: options "staying the same" / "changing" | applied |
| L01-q1 | We need more context to this question. I'm not sure what "tap and plug" this is talking about. Maybe the bathtub but again I think there are too many questions about whether something moved or not. I think we should not use these and test something that's harder to remember and understand. | content edit + debatable | Applied: "A toy boat floats in the bathtub by the tap in the morning. At lunch it is by the plug. Did the boat move?" The count of did-it-move items → action A21 (two were re-aimed within this quiz, see q10 / q11) | applied |
| L01-q2 | This is a very bad question that I don't know the answer to. | content edit | Applied: CUT (the hour hand "moving very slowly" — a child who does not know the hour hand moves cannot answer it, and the stem then only echoes the rule). Quiz stays at 11 items; key string recomputed below | applied |
| L01-q3 | Let's word the question differently. "A truck is driving along the road. Does its position change as it's driving?" These are all imagined scenarios so I think it's weird to say, "Is thing XYZ is happening right now," when no, it's not actually happening right now. You're just describing something and imagining something. Also I might consider giving images if the students are having trouble answering the question. I think it is also good for them to be able to read this from text and answer it solely from the text. Maybe if they can't answer it, you give them an image to help scaffold and if they're answering a bunch wrong maybe they get the images. I don't know if it's easy to do that but that would be my suggestion. | content edit + debatable | Applied in her form ("as it drives"), and the same form on q4–q9. Pictures only after a wrong answer: a platform behaviour we do not have → action A22 | applied |
| L01-q4 | Small but I would just say "A truck is waiting at the red light," not "The same truck is waiting at the red light." Again"does its position change as it waits?" | content edit | Applied, her words | applied |
| L01-q5 | I actually wouldn't use this example because I feel like a lot of times when we see leaves lying on the ground, they are kind of fluttering around. I might say, "You see a stick lying on the ground. Does its position change as it lies there?" | content edit | Applied: "You see a stick lying on the ground. Does its position change as it lies there?" (fb and why say stick) | applied |
| L01-q6 | You see a leaf falling from the tree. Does its position change as it falls? | content edit | Applied, her words | applied |
| L01-q7 | A girl is walking to school. Does her position change as she walks? | content edit | Applied, her words | applied |
| L01-q8 | A dog is asleep, lying motionless in its basket. Does its position change as it sleeps? | content edit | Applied with one word changed: "lying still" for "lying motionless" (grade-3 word) | applied |
| L01-q9 | A car is parked outside a house. Does its position change while it is parked? | content edit | Applied, her words | applied |
| L01-q10 | I would call this a convoluted language question and remove it. | content edit | Applied: the true / false item is replaced by a plain case on the rule's harder face — "A dog runs along the beach. You take a picture every second. Between two pictures, is the dog's position changing?" (yes) — so the quiz tests "every moment", not only "moving" | applied |
| L01-q11 | Again I would call this a convoluted language question and remove it. | content edit | Applied: replaced by "A bus drives along the road without stopping. Is there any moment, while it drives, when the bus stays in one place?" (no) | applied |
| L01-quiz | I would add some questions where students have to pick the right vocabulary word in a sentence. Maybe give them five vocab words, maybe position, movement, whatever, and give them some sentences where they have to put the words in. I'm not 100% sure that's the best practice but it'd be nice to have them get closer to generating language. I don't know if this is too hard right now but I would also like to see them answering questions in full sentences. They need to get used to constructing sentences with this language. Like, "Is the ball's position changing as it moves?" They have to either write or, since they're in third grade, maybe say, "Yes the ball's position changes as it moves," but in a complete sentence. | content edit + already covered | Word choice: applied — a closing item "A toy train goes around its track. Which word fits the gap? 'While it goes, the train's ___ is changing.'" (position / size / color; it sits last because it prints the word). Full written sentences: James's 29 Sep typed ruling (closed answers only) — already with him as action A3 (the same ask on Topic 1 L04); noted there, not re-asked | applied |
| L02-script | By the time she says, "the ball hits the wall," it already happened so that needs to be put in past tense. "The ball hit the wall and changed direction" . I mostly like this video but think it will be confusing to say "a straight path means it didn't change direction" because really the kids are looking at two straight paths that are joined by a bend or corner. Instead I would change that language to say: a straight path without a bend means the direction did not change. If the path has a bend or turn or corner (whatever you're calling it), then the direction of the path changed. Also by the way, it says the car turned at the corner but roads don't really have corners so I would change that to: Just the car turned left here. | video + disagree | No edit by id: each is a sentence or rule-wording change in live narration → "needs James: re-render or leave" (pipeline file). Our view: the tense nit is fair but tiny; the rule sentence is the topic's lexicon line, spoken in L02 and the summary, and already pairs "straight path" with "a corner or a bend" — the article now says "one straight line, with no corner and no bend" (applied); "turn left at the corner" is ordinary US usage for a street corner and "corner" is the lesson's word for the turn in the path → declined | noted, no change |
| L02-v1 | The labeling of the corner with that big line makes this confusing to look at. There are three big lines and you really only want them focusing on the two dotted lines so move the label for the corner close to the corner. Generally I dislike the arrows on these dotted lines and I dislike them in this one. I don't really have a better suggestion though. The wording of this question is kind of bad: "A ball rolls across the gym floor, hits the wall, and bounces off. The dotted line shows its path." I don't know. Do we want to be calling this a corner? Maybe, maybe not. You could label it and say, "What does the area at A show?" or maybe just call it a corner. | content edit | Applied: the CORNER chip sits beside the corner with a short pointer, the arrow at the corner is gone (only the end of the path carries one — the same on the teaching figure, the car's corner and the remote-control car), SEEN FROM ABOVE on every from-above drawing; stem "The dotted line is the path of a ball that rolled to the gym wall and away again. What does the corner show?" The arrows themselves stay (she had no alternative; the arrow says which way the ball went, which a dotted line alone does not) | applied |
| L02-q1 | The only issue with these questions is I feel like you need to say, "Which part of the sentence describes the directions of the swings relative to the slide?" and then that gets to be a very convoluted question. At the very least I would say, "Which part of the sentence describes the direction?" instead of "Is the direction." I don't know. I don't love these questions. | content edit | Applied, her words. (Its fb still says "landmark" — that swap waits for James's GO on action A1) | applied |
| L02-q2 | I think this is okay to ask but is a little tricky and should have an image with it. | content edit | Applied: a new drawing path_marble_line (a dotted line behind a marble, no word that says "path"); stem "Look at the dotted line behind the marble. What do we call the line a moving object travels along?" | applied |
| L02-q3 | Again everything so far has had images and I think it would be good to have an image. | disagree | Declined: the cat runs to the fence and STOPS. Drawn, a stop is just a straight line ending — the same picture as the skateboard item, so the drawing would answer the item for the wrong reason. The design keeps the stop and there-and-back cases in words | declined, reason given |
| L02-q4 | A small thing but I would reword this to say, "The dotted path shows the movement of the skateboard." | content edit | Applied, her words | applied |
| L02-q5 | Again I would just say the dotted path shows the movement of the remote control car. I don't love that arrow weirdly stuck in the corner | content edit | Applied: her stem; the corner arrow removed (path_rc_car_corner) | applied |
| L02-q6 | This is again depicting something that defies reality. Can you put a ramp underneath there that the bike came off of? Again the dotted line shows the path of the bike. | content edit | Applied: her stem. The drawing is a park path seen from above, which she read as a side view — so every from-above drawing now carries SEEN FROM ABOVE (no ramp: the bike is not in the air) | applied |
| L02-q7 | Again to conform slightly more to reality, a child on a sled slides straight down a snowy hill and I would put an image, especially because kids in Texas probably have never been sledding. | content edit | Applied: her stem and a new drawing path_sled_hill (a snowy hill from the side, a child on a sled, one straight dotted path down the slope) | applied |
| L02-q8 | This is approaching a convoluted language question. | disagree | Kept: "A train goes faster and faster along a straight track. Did it change direction?" is the lesson's boundary case (going faster is a change, but not of direction) and reads in one sentence. Flagged here, not to James | declined, reason given |
| L02-q9 | This is essentially a reading comprehension question and/or a test of someone's ability to make images from text. I think that might be okay but I think we should just be aware of what it is. | already covered | Noted: her own verdict is to keep it; the there-and-back cases are in words by design (a drawn there-and-back path lies on top of itself) | noted, no change |
| L02-q10 | Same as above. I think it's probably actually good to do this but let's just understand that the skills involved are above understanding what it means to change direction. | already covered | Noted, as q9 | noted, no change |
| L03-script | Around 30 seconds it says, "Farther," at the same time the big snail is faster. This is just sentence fragments that don't make sense.. This video was inconsistent with previous videos on measuring. For one they talked about the start mark and end mark and that is not in this video, but they also were measuring from the front of the object and now they're measuring from the middle of the object. The video starts to fall apart around 47 seconds. It's not really clear what it means to say, "Now the frog gets 10 seconds and the duck gets 20 seconds." It's better to maybe say, "Now the frog is allowed to move for 20 seconds but the duck is only allowed to move for 10 seconds." Even that, I don't think this is the best example. I think it would be better to say something like: "Imagine you were racing against a friend and they wanted to see who could run the farthest. They tell you that you have 10 seconds to run but your friend has 15 seconds to run and they're going to see who can run the farthest. Your friend runs much farther than you. They say your friend is the winner. Is this fair?" I think that's much better because kids will immediately understand that's unfair. Although it might be hard to say "you" because then you have to depict the child and then you have to choose if it's a boy or a girl and what ethnicity, etc., maybe you're the timer and two friends are racing. The brevity here is too much and the wording of "give the same time" is not good. Upon a little more reflection, is this lesson needed? I think either we want to teach the students the math of how to calculate speed or we don't need this lesson. Third graders understand what it means to be faster. If you want them to understand the math behind it, then they need to do the math but this, I think, is just confusing. | video edit + debatable | One VISUAL edit by id (pipeline file): START LINE labelled, the stop marks and chips at the FRONT of each toy (Topic 1 L05's convention); audio unchanged. The fragment and the beat-6 wording need new narration → "needs James: re-render or leave"; her race scene is a re-render. "Is this lesson needed?" → action A24 (James ruled the two faces of faster on 29 Sep: L03 farther in the same time, L04 "also" less time over the same distance) | video edit (pipeline) |
| L03-v1 | I don't know. I feel like the students need a little instruction on using the table to get this information before it's introduced. Basically the very first question you're asking them is to get information off a table, which I don't think they've had a ton of practice with (or I can't remember if they've had any). | content edit | Applied in the article: three lines before the first table — "We can write what happened in a table." / "The table has one row for each toy." / "The first column names the toy. The second column says how far it went." — and the caption reads along a row. Verified: Topic 1 has no table figure, so L03 is the first table a student meets. The video shows the same table with the verdict chip, so the attached question stands; the video cannot take a passage (an edit changes words) | applied |
G3T01 Where is it? Did it move? — 134 notes, sent 2026-10-01 by Olivia Mullins
Triage record: grade3/topic01_build/records/OLIVIA_TRIAGE_G3T01_2026-09-29.md, grade3/topic01_build/records/OLIVIA_TRIAGE_G3T01_2026-10-01.md
| note | her words | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | I'm not clear the purpose of this video so am having trouble reviewing it. The video does not say "What words were missing" like the script does. I showed my forth grader and he seemed to like it. But I feel like it could use some context - why are we watching this? We students come back to it? | video | Verified: the render paraphrased beat 6 ("…and after that, the map just…"); noted in the pipeline file, no edit. The framing is James's 26 Sep ruling (curiosity gap, closes on the general line) → declined | noted, no change |
| L01-script | This has promise but there are some very confusing things. Why did Mia point in the wrong direction? Why was the ball suddenly become visible? I like the landmark/position framing. The video should just make more sense. Maybe the ball is hidden under something, or in a big pile, or maybe there are a lot of similar objects (soccer balls at the end of a soccer game? And someone is directly another person toward a specific one). | video | video edit (pipeline), visual only: the ball is under the desk from the first frame; Mia's gesture goes toward the desk. Her many-balls scenario: declined (a rewrite of a live lesson) | video edit (pipeline) |
| L02-script | Again, decent video, very confusing execution. Objects should not just randomly appear. Also , "two steps away from the door" could be two steps in all sorts of different directions. I will add my 7th grader said "a desk is not a landmark!" so this might conflict with other definitions of "landmark" students have received. "Reference point" could be another idea? *I'm coming back after looking at future lessons - do we need "landmark" at all? Is there a use for it later on? If it's only a way to get at defining "position" I would instead simply use the appropriate Engleman's DI sequences. | video | video edit (pipeline), visual only: hat, box and ball are in the room from the first frame. "Two steps from the door" is L03's headache by design → declined. The term: applied by James's ruling (reference point; edits queued) | video edit (pipeline) |
| L03-script | This is pretty good. But in the beginning we know where the truck is, so it doesn't make a lot of sense to say "near the door is not enough" - not enough for what? We can see both the door and the car. | video | video edit (pipeline), visual only: the toy car stays hidden until the counting beat. The article already says "for your friend to find it" | video edit (pipeline) |
| L03-article | I'm not sure it works to have a reading that is the exact same script as a video. I might just do the video. | decision | for James, question 1 (the 25 Sep format ruling: video or article, learner's choice) | waits for James |
| L03-q1 | "Which object is the landmark in this sentence." -> shows that the "landmark" is relative. | wording | queued (edit 6) | ruled apply, edit written, not yet in the files |
| L03-q2 | This just feels very specific to this video. I would have text again. | content | declined: the drawn item is the scaffold's first step (check design type b) and does not depend on the video; the sentence items follow it. Flagged on the decision page | declined, reason given |
| L03-q3 | "Each circle shows one step. How many steps..." -> also from which part of the window? and the final step in the image is not directly next to the ball. | content | queued (edit 8): footprints start under the window's middle, the arrow touches the ball | ruled apply, edit written, not yet in the files |
| L03-q4 | Maybe label left and right, they are relative. | content | queued (edit 8): LEFT and RIGHT chips at the drawing's bottom corners (James: apply) | ruled apply, edit written, not yet in the files |
| L03-q5 | bold or italic or make all caps - "exactly" | wording | queued (edit 9): EXACTLY, capitals, the topic's emphasis form (L04-V "BEFORE and AFTER") | ruled apply, edit written, not yet in the files |
| L03-q6 | bold or italic or make all caps - "exactly" | wording | queued (edit 9) | ruled apply, edit written, not yet in the files |
| L03-q7 | Remove "The chair is two steps from the table" from the question. Leave the answer choices. Ask "Which sentence tells you the *direction* you must take to get from the chair to the table?" | wording | queued (edit 10) with one change: "the direction of the chair from the table". Her "direction you must take to get from the chair to the table" points the other way (the chair is LEFT of the table, so you walk RIGHT). Flagged | ruled apply, edit written, not yet in the files |
| L03-q8 | "... tells you the distances between the tent and campfire" | wording | queued (edit 11), as she wrote it | ruled apply, edit written, not yet in the files |
| L03-q9 | "tells you the direction of the soccer ball compared to the goal" | wording | queued (edit 11), as she wrote it | ruled apply, edit written, not yet in the files |
| L03-q12 | I think this is too linguistically confusing and would just cut it. | content | queued (edit 12): cut (James) | ruled apply, edit written, not yet in the files |
| L03-q13 | bold or italic "far", you could do "far away" | wording | queued (edit 13): FAR | ruled apply, edit written, not yet in the files |
| L03-q14 | bold or italic "way" | wording | queued (edit 13): WAY | ruled apply, edit written, not yet in the files |
| L01-q7 | You did not introduce this context for "landmark" - I'd remove this. | content | queued (edit 1): cut (James) | ruled apply, edit written, not yet in the files |
| L01-q8 | I don't love this but don't have a great alternate definition. It's just very broad. | decision | closed by the term ruling: the line stays ("an object everyone can see, used to say where something is"), now naming a reference point; her two-object lines go into L02 (edit 3) | noted, no change |
| L01-q9 | This was not reviewed in the quiz. It need to be a "recognition" task before retrieval. I think most students would get this wrong. | content | queued (edit 2): a two-option MCQ (position / reference point) before the typed item. Verified: no L01 item used the word "position" before the typed one. Also the S32 pattern | ruled apply, edit written, not yet in the files |
| L02-q1 | I'm again questioning "landmark" as a vocabulary word and think "reference point" or "reference object" might be better. Also, whatever you use, I'd have some questions and more emphasis in the video on what is NOT a landmark. "The bike is the object we are trying to find. The shed is our landmark/reference object. The bike is NOT our reference point" | decision | applied by James's ruling (reference point) + queued (edits 3, 4): two-object lines in the L02 article and one "which object are you trying to find?" item | ruled apply, edit written, not yet in the files |
| L02-q3 | Add more info in the video about the landmark definition. At the end say something like. "If you say "The ball in under the table," you have a sentence with two objects. One object is the object you are trying to find - here the object you are trying to find is the ball. The other object is the landmark/reference point. This object help you find your object. A landmark is an object that is easy to see. It can help you find something else (this is only a so-so definition). A | content | article: queued (edit 3). Video: an edit changes words, it cannot add a passage → noted for a later re-render if James wants one | ruled apply, edit written, not yet in the files |
| L02-q8 | This is a little dicey because technically "that" is a stand in for an object, so in reality it sort of is naming an object. It's a little like, "Which words give this description a person? "He went" "Robert went" | wording | queued (edit 5): "something" | ruled apply, edit written, not yet in the files |
| L02-q9 | Delete "The bird is up high." Ask "Which sentence contains a landmark?" The answer sentences don't "add" to the original sentence, they are just new sentences. | wording | queued (edit 5): "Which sentence names a reference point?" ("names" is the topic's one verb for it, L01-q1–q3) | ruled apply, edit written, not yet in the files |
| L02-q10 | I would delete this. If someone said this in real life there would be context that might make it exact. I wouldn't use questions that require us to pretend language is used differently than it is in reality. | content | queued (edit 5): cut (James) | ruled apply, edit written, not yet in the files |
| L04-script | This is making me wonder the need for the "landmark" videos at all. Is the purpose of those simply to define position? You can just define position with a DI sequence of examples and the other things they use. For this video my only other comment is I might say " Imagine we turn the light off" instead of "look away." It's a little strange to say "look away" and then the screen turns black. | video | video edit (pipeline), audio: each "Look away. Look back." → "Imagine we turn the light off. Now it is on again." (five moments) | video edit (pipeline) |
| L04-article | The first sentence would be better as "compare the car in the before and after image" - again I'm not sure how useful a video transcript is as the main reading. Perhaps it works as a reference? I'm not sure. | wording | queued (edit 14): the figure moves to the top; first line "Compare the car in the BEFORE picture and the AFTER picture." | ruled apply, edit written, not yet in the files |
| L04-q1 | As noted in the other comment, I'm doubting the value of "landmark" - but maybe it's useful for a later lesson I don't know about yet. | decision | applied by the term ruling | noted, no change |
| L04-quiz | It feels like these questions should come on a video that doesn't use the word "position" and then there should be a video that uses the word "position" and the questions should be "did the X change position" - at first use "The X changed its position" or "The X did not change its position" but then half way through require them to *write* a full sentence "The ball changed its position" "The ball did not change its position" (you could exclude the "its" | decision | for James, question 2 (written sentences vs his 29 Sep typed-answer ruling). The sequence part is answered by the term change and the two-object definition | ruled by the build (a standing rule) |
| L05-script | Ah, I wish this could be posted on YouTube, I do measurement in class and have been wanting to make a video like this. But it needs some changes. The dialog of the kids doesn't make sense (they speak in fragments) and doesn't get readdressed. Also "long" and "short" are relative and not useful here. They could say "I wondered how far the car traveled." (Also the child says "a lang way" instead of " a long way" for some reason). There needs to be a bigger deal made of measuring *from the same side of the car each time.* The FRONT of the car is at the zero mark so you need to measure from the FRONT of the car everytime. If might be nice to show why this is. Anyway I do this literally with cubes in person with 3rd grade and lots of kids measure from the wrong side of the cube. The end rule is kind of confusing, specially "put zero at the start mark." Better is something like "Put the zero line on the ruler in the place where your object was before it moved" Alternatively, I think kids might understand "starting line" better (although I'm not fully sure). I also would say "toy car" throughout and maybe show a kid using it as a toy in the beginning. Otherwise this gives the impression that real cars are only centimeters long. | video | video edit (pipeline), audio: the friends' full lines; "a long way"; the rule by her line; "toy car" where spoken. Content queued (edits 15–17): FRONT each time, "starting line" beside start mark, the small lines, toy car throughout | video edit (pipeline) |
| L05-v1 | This is confusing and is a language challenge. Instead, show an image and ask where the O should go. | content | queued (edit 18): stem shortened. A drawing needs a new figure kind → that part declined | ruled apply, edit written, not yet in the files |
| L05-q1 | bold or italicize "far" | wording | queued (edit 13): FAR | ruled apply, edit written, not yet in the files |
| L05-q2 | "starting line." Maybe somewhere tell them, when you "read" the number off a ruler, we can call that a "reading" | wording | queued (edit 19): "What number is at the start mark?" — verified: "reading" is in four stems and never taught. "Starting line" added in the article (edit 15) | ruled apply, edit written, not yet in the files |
| L05-q4 | Students were never hold how to measure when on an unnumbered line | content | queued (edit 16): a "Between the numbers" passage in the article (three lines). Verified: rulers are numbered every 10; the lesson's cases sit on numbers; q3/q4 need 25, q5 needed 32 | ruled apply, edit written, not yet in the files |
| L05-q5 | Students were never hold how to measure when on an unnumbered line | content | queued (edit 20): 32 → 20, a numbered mark; the figure follows. Key changes → cold read | ruled apply, edit written, not yet in the files |
| L05-q8 | same as above | content | q8 is worded (22 cm, no drawing), so nothing to read; queued anyway (edit 21): a drawn ruler under her L05-quiz note | ruled apply, edit written, not yet in the files |
| L05-quiz | Only do questions showing the ruler. Add question (and video instruction) on mistakes when measuring. Show an image lining up the edge of the ruler and ask what's wrong. Show a measurement from the front and back of an object and ask what's wrong. | content | queued (edits 21, 22): drawings on q6–q8; two mistake items (the ruler's END at the start mark; front and back) with drawn rulers | ruled apply, edit written, not yet in the files |
| L05b-script | The video starts off using numbers without units!!! Also - start with using simple even numbers, then make the math more complex. Say "the front of the shell started at Xcm. This is our starting line. Or you could call it a "start line" and "finish line" - I think due to sports that more familiar language. | video | The 29 Sep row stands (units spoken at five moments). Finish line: declined 29 Sep, the topic's word is stop mark. The tape: disagree — the tape is the lesson's reason the zero is not at the start ("The ruler is taped down, so its zero stays where it is"; a loose ruler would simply be slid to the start). Kept, in the drawings and the video | video edit (pipeline) |
| L05b-v1 | I would just have them do the math instead of asking them how to do the math. | content | declined: the attached question is the easy gate after the video; q4–q6 do the arithmetic. Flagged | declined, reason given |
| L05b-q2 | I might show two panels, the before and after moving for all of these | content | queued (edit 24): a dotted "before" outline at START on every ruler drawing (the shelf figure's own device) | ruled apply, edit written, not yet in the files |
| L05b-q7 | no word only questions for this | content | queued (edit 25): a toy train, 5 → 20, drawn | ruled apply, edit written, not yet in the files |
| L05b-q9 | no word only questions for this | content | queued (edit 25): the bead, 25 → 37, drawn | ruled apply, edit written, not yet in the files |
| L05b-q10 | no word only questions for this | content | queued (edit 25): a toy bicycle, 0 → 24, drawn | ruled apply, edit written, not yet in the files |
| INTRO-script | I'm not clear the purpose of this video so am having trouble reviewing it. The video does not say "What words were missing" like the script does. I showed my forth grader and he seemed to like it. But I feel like it could use some context - why are we watching this? We students come back to it? | video | Verified: the render paraphrased beat 6 ("…and after that, the map just…"); noted in the pipeline file, no edit. The framing is James's 26 Sep ruling (curiosity gap, closes on the general line) → declined | noted, no change |
| L01-script | This has promise but there are some very confusing things. Why did Mia point in the wrong direction? Why was the ball suddenly become visible? I like the landmark/position framing. The video should just make more sense. Maybe the ball is hidden under something, or in a big pile, or maybe there are a lot of similar objects (soccer balls at the end of a soccer game? And someone is directly another person toward a specific one). | video | video edit (pipeline), visual only: the ball is under the desk from the first frame; Mia's gesture goes toward the desk. Her many-balls scenario: declined (a rewrite of a live lesson) | video edit (pipeline) |
| L02-script | Again, decent video, very confusing execution. Objects should not just randomly appear. Also , "two steps away from the door" could be two steps in all sorts of different directions. I will add my 7th grader said "a desk is not a landmark!" so this might conflict with other definitions of "landmark" students have received. "Reference point" could be another idea? *I'm coming back after looking at future lessons - do we need "landmark" at all? Is there a use for it later on? If it's only a way to get at defining "position" I would instead simply use the appropriate Engleman's DI sequences. | video | video edit (pipeline), visual only: hat, box and ball are in the room from the first frame. "Two steps from the door" is L03's headache by design → declined. The term: applied by James's ruling (reference point; edits queued) | video edit (pipeline) |
| L03-script | This is pretty good. But in the beginning we know where the truck is, so it doesn't make a lot of sense to say "near the door is not enough" - not enough for what? We can see both the door and the car. | video | video edit (pipeline), visual only: the toy car stays hidden until the counting beat. The article already says "for your friend to find it" | video edit (pipeline) |
| L03-article | I'm not sure it works to have a reading that is the exact same script as a video. I might just do the video. | decision | for James, question 1 (the 25 Sep format ruling: video or article, learner's choice) | waits for James |
| L03-q1 | "Which object is the landmark in this sentence." -> shows that the "landmark" is relative. | wording | queued (edit 6) | ruled apply, edit written, not yet in the files |
| L03-q2 | This just feels very specific to this video. I would have text again. | content | declined: the drawn item is the scaffold's first step (check design type b) and does not depend on the video; the sentence items follow it. Flagged on the decision page | declined, reason given |
| L03-q3 | "Each circle shows one step. How many steps..." -> also from which part of the window? and the final step in the image is not directly next to the ball. | content | queued (edit 8): footprints start under the window's middle, the arrow touches the ball | ruled apply, edit written, not yet in the files |
| L03-q4 | Maybe label left and right, they are relative. | content | queued (edit 8): LEFT and RIGHT chips at the drawing's bottom corners (James: apply) | ruled apply, edit written, not yet in the files |
| L03-q5 | bold or italic or make all caps - "exactly" | wording | queued (edit 9): EXACTLY, capitals, the topic's emphasis form (L04-V "BEFORE and AFTER") | ruled apply, edit written, not yet in the files |
| L03-q6 | bold or italic or make all caps - "exactly" | wording | queued (edit 9) | ruled apply, edit written, not yet in the files |
| L03-q7 | Remove "The chair is two steps from the table" from the question. Leave the answer choices. Ask "Which sentence tells you the *direction* you must take to get from the chair to the table?" | wording | queued (edit 10) with one change: "the direction of the chair from the table". Her "direction you must take to get from the chair to the table" points the other way (the chair is LEFT of the table, so you walk RIGHT). Flagged | ruled apply, edit written, not yet in the files |
| L03-q8 | "... tells you the distances between the tent and campfire" | wording | queued (edit 11), as she wrote it | ruled apply, edit written, not yet in the files |
| L03-q9 | "tells you the direction of the soccer ball compared to the goal" | wording | queued (edit 11), as she wrote it | ruled apply, edit written, not yet in the files |
| L03-q12 | I think this is too linguistically confusing and would just cut it. | content | queued (edit 12): cut (James) | ruled apply, edit written, not yet in the files |
| L03-q13 | bold or italic "far", you could do "far away" | wording | queued (edit 13): FAR | ruled apply, edit written, not yet in the files |
| L03-q14 | bold or italic "way" | wording | queued (edit 13): WAY | ruled apply, edit written, not yet in the files |
| L01-q7 | You did not introduce this context for "landmark" - I'd remove this. | content | queued (edit 1): cut (James) | ruled apply, edit written, not yet in the files |
| L01-q8 | I don't love this but don't have a great alternate definition. It's just very broad. | decision | closed by the term ruling: the line stays ("an object everyone can see, used to say where something is"), now naming a reference point; her two-object lines go into L02 (edit 3) | noted, no change |
| L01-q9 | This was not reviewed in the quiz. It need to be a "recognition" task before retrieval. I think most students would get this wrong. | content | queued (edit 2): a two-option MCQ (position / reference point) before the typed item. Verified: no L01 item used the word "position" before the typed one. Also the S32 pattern | ruled apply, edit written, not yet in the files |
| L02-q1 | I'm again questioning "landmark" as a vocabulary word and think "reference point" or "reference object" might be better. Also, whatever you use, I'd have some questions and more emphasis in the video on what is NOT a landmark. "The bike is the object we are trying to find. The shed is our landmark/reference object. The bike is NOT our reference point" | decision | applied by James's ruling (reference point) + queued (edits 3, 4): two-object lines in the L02 article and one "which object are you trying to find?" item | ruled apply, edit written, not yet in the files |
| L02-q3 | Add more info in the video about the landmark definition. At the end say something like. "If you say "The ball in under the table," you have a sentence with two objects. One object is the object you are trying to find - here the object you are trying to find is the ball. The other object is the landmark/reference point. This object help you find your object. A landmark is an object that is easy to see. It can help you find something else (this is only a so-so definition). A | content | article: queued (edit 3). Video: an edit changes words, it cannot add a passage → noted for a later re-render if James wants one | ruled apply, edit written, not yet in the files |
| L02-q8 | This is a little dicey because technically "that" is a stand in for an object, so in reality it sort of is naming an object. It's a little like, "Which words give this description a person? "He went" "Robert went" | wording | queued (edit 5): "something" | ruled apply, edit written, not yet in the files |
| L02-q9 | Delete "The bird is up high." Ask "Which sentence contains a landmark?" The answer sentences don't "add" to the original sentence, they are just new sentences. | wording | queued (edit 5): "Which sentence names a reference point?" ("names" is the topic's one verb for it, L01-q1–q3) | ruled apply, edit written, not yet in the files |
| L02-q10 | I would delete this. If someone said this in real life there would be context that might make it exact. I wouldn't use questions that require us to pretend language is used differently than it is in reality. | content | queued (edit 5): cut (James) | ruled apply, edit written, not yet in the files |
| L04-script | This is making me wonder the need for the "landmark" videos at all. Is the purpose of those simply to define position? You can just define position with a DI sequence of examples and the other things they use. For this video my only other comment is I might say " Imagine we turn the light off" instead of "look away." It's a little strange to say "look away" and then the screen turns black. | video | video edit (pipeline), audio: each "Look away. Look back." → "Imagine we turn the light off. Now it is on again." (five moments) | video edit (pipeline) |
| L04-article | The first sentence would be better as "compare the car in the before and after image" - again I'm not sure how useful a video transcript is as the main reading. Perhaps it works as a reference? I'm not sure. | wording | queued (edit 14): the figure moves to the top; first line "Compare the car in the BEFORE picture and the AFTER picture." | ruled apply, edit written, not yet in the files |
| L04-q1 | As noted in the other comment, I'm doubting the value of "landmark" - but maybe it's useful for a later lesson I don't know about yet. | decision | applied by the term ruling | noted, no change |
| L04-quiz | It feels like these questions should come on a video that doesn't use the word "position" and then there should be a video that uses the word "position" and the questions should be "did the X change position" - at first use "The X changed its position" or "The X did not change its position" but then half way through require them to *write* a full sentence "The ball changed its position" "The ball did not change its position" (you could exclude the "its" | decision | for James, question 2 (written sentences vs his 29 Sep typed-answer ruling). The sequence part is answered by the term change and the two-object definition | ruled by the build (a standing rule) |
| L05-script | Ah, I wish this could be posted on YouTube, I do measurement in class and have been wanting to make a video like this. But it needs some changes. The dialog of the kids doesn't make sense (they speak in fragments) and doesn't get readdressed. Also "long" and "short" are relative and not useful here. They could say "I wondered how far the car traveled." (Also the child says "a lang way" instead of " a long way" for some reason). There needs to be a bigger deal made of measuring *from the same side of the car each time.* The FRONT of the car is at the zero mark so you need to measure from the FRONT of the car everytime. If might be nice to show why this is. Anyway I do this literally with cubes in person with 3rd grade and lots of kids measure from the wrong side of the cube. The end rule is kind of confusing, specially "put zero at the start mark." Better is something like "Put the zero line on the ruler in the place where your object was before it moved" Alternatively, I think kids might understand "starting line" better (although I'm not fully sure). I also would say "toy car" throughout and maybe show a kid using it as a toy in the beginning. Otherwise this gives the impression that real cars are only centimeters long. | video | video edit (pipeline), audio: the friends' full lines; "a long way"; the rule by her line; "toy car" where spoken. Content queued (edits 15–17): FRONT each time, "starting line" beside start mark, the small lines, toy car throughout | video edit (pipeline) |
| L05-v1 | This is confusing and is a language challenge. Instead, show an image and ask where the O should go. | content | queued (edit 18): stem shortened. A drawing needs a new figure kind → that part declined | ruled apply, edit written, not yet in the files |
| L05-q1 | bold or italicize "far" | wording | queued (edit 13): FAR | ruled apply, edit written, not yet in the files |
| L05-q2 | "starting line." Maybe somewhere tell them, when you "read" the number off a ruler, we can call that a "reading" | wording | queued (edit 19): "What number is at the start mark?" — verified: "reading" is in four stems and never taught. "Starting line" added in the article (edit 15) | ruled apply, edit written, not yet in the files |
| L05-q4 | Students were never hold how to measure when on an unnumbered line | content | queued (edit 16): a "Between the numbers" passage in the article (three lines). Verified: rulers are numbered every 10; the lesson's cases sit on numbers; q3/q4 need 25, q5 needed 32 | ruled apply, edit written, not yet in the files |
| L05-q5 | Students were never hold how to measure when on an unnumbered line | content | queued (edit 20): 32 → 20, a numbered mark; the figure follows. Key changes → cold read | ruled apply, edit written, not yet in the files |
| L05-q8 | same as above | content | q8 is worded (22 cm, no drawing), so nothing to read; queued anyway (edit 21): a drawn ruler under her L05-quiz note | ruled apply, edit written, not yet in the files |
| L05-quiz | Only do questions showing the ruler. Add question (and video instruction) on mistakes when measuring. Show an image lining up the edge of the ruler and ask what's wrong. Show a measurement from the front and back of an object and ask what's wrong. | content | queued (edits 21, 22): drawings on q6–q8; two mistake items (the ruler's END at the start mark; front and back) with drawn rulers | ruled apply, edit written, not yet in the files |
| L05b-script | The video starts off using numbers without units!!! Also - start with using simple even numbers, then make the math more complex. Say "the front of the shell started at Xcm. This is our starting line. Or you could call it a "start line" and "finish line" or "end line" - I think due to sports that more familiar language. Also I would remove those pieces of tape on the ruler. | video | The 29 Sep row stands (units spoken at five moments). Finish line: declined 29 Sep, the topic's word is stop mark. The tape: disagree — the tape is the lesson's reason the zero is not at the start ("The ruler is taped down, so its zero stays where it is"; a loose ruler would simply be slid to the start). Kept, in the drawings and the video | video edit (pipeline) |
| L05b-v1 | I would just have them do the math instead of asking them how to do the math. | content | declined: the attached question is the easy gate after the video; q4–q6 do the arithmetic. Flagged | declined, reason given |
| L05b-q2 | I might show two panels, the before and after moving for all of these | content | queued (edit 24): a dotted "before" outline at START on every ruler drawing (the shelf figure's own device) | ruled apply, edit written, not yet in the files |
| L05b-q9 | no word only questions for this | content | queued (edit 25): the bead, 25 → 37, drawn | ruled apply, edit written, not yet in the files |
| L05b-q10 | no word only questions for this | content | queued (edit 25): a toy bicycle, 0 → 24, drawn | ruled apply, edit written, not yet in the files |
| L05b-q1 | put images with the rule in all questions | content | applied: q1 drawn (ruler_marble_0_30, the plane becomes a marble, the number leaves the stem so the ruler is read — James's cover test, 30 Sep); q6 and q8 likewise (below). q7, q9, q10 were drawn in the 29 Sep edits (queued). Position of q1 unchanged (edit 26 moves it; queued) | applied |
| L05b-q4 | Can you start with differences that are really easy math so we can pinpoint if the math is a problem or if reading the ruler is a problem? I like how there are mulitple questions on the same image/situation. You might point out that the image repeats. | wording | applied: q3 and q4 now open "Look at the same ruler again." The maths is already the easy kind (38 − 10: take away ten); the boat's 10 → 38 stays. Compatible with queued edits 19 and 26 (the old strings still match; 26's opener is now redundant) | applied |
| L05b-q6 | put an image | content | applied: the chick becomes a box, drawn (ruler_box_8_20), number out of the stem | applied |
| L05b-q7 | add image | content | queued (edit 25): a toy train, 5 → 20, drawn | ruled apply, edit written, not yet in the files |
| L05b-q8 | add image | content | applied: the digger becomes a toy boat on a meter-stick section 20–80 (ruler_boat_30_75), number out of the stem | applied |
| L06-script | I like this video. To make it even better, I would have an side-by-side comparison of straight vs. curved earlier, after the first curved path is introduced. Add more emphasis to "even though this path is slanted, it is still straight." I might another example of a slanted by straight path (perhaps up a ramp?). I'm wondering if it's confusing to say the path is "the line" is follows because do students learn in math that lines are straight? or no? I can't remember | video | video edit (VISUAL): the rolled ball stays on screen beside the throw at beats 4–5. Slanted emphasis is already in the render (beat 9). The ramp is new narration → James (pipeline file, "For James"). "Line" → action A10 | video edit (pipeline) |
| L06-q1 | This is testing language. It is trivial to identify if something moved. This is testing if students understand what "same spot" and "before and after" means, which is not terrible but also not what was taught. | content | applied: cut (the pencil case recall of L04; the quiz keeps 13 items, S33/S34 clean) | applied |
| L06-q2 | replace "its" with "the skateboard's" | wording | applied | applied |
| L06-q3 | Replace "its" with "the goldfish's" Also - could we add blue for water? And anything else that would help this image. | wording / figure | applied, both: stem, and the bowl's water is BLUE (#9ecbe8, the topic's water colour); alt text and image brief say so | applied |
| L06-q4 | Replace with: A child jumps over a puddle. The dotted line shows the childs path. Is the child's path straight or curved? Better graphic here would be better (like the child could look like they just landed. Also the arrow points to an area to the left of where the child actually is). The image isn't the worst ever but not great. | wording / figure | applied: her stem word for word; the arc now ends at the child's feet (p2 191, fl − 8) | applied |
| L06-q5 | If you use this replace "its" with "the elevator's" but this drawing is really confusing. At least get rid of the horizontal dotted lines. | wording / figure | applied, both | applied |
| L06-q6 | Do all children know what a zip line is? Maybe add "a child is holding on to a bar attached to a zip line. They fly(?) through the air" | wording | applied: "A child holds on to a bar that hangs from a zip line, and slides down through the air. The dotted line shows the child's path. …" | applied |
| L06-q7 | This does not look like a hose or like water. Could there be color added to some of these and better images? This would be much better with an actual hose graphic and something that looked like spraying water with a dotted line in it. | figure | applied in part: blue splash and three blue drops at the landing. A redrawn hose is image-pipeline work: the brief in IMAGE_BRIEFS already specifies a hose with a nozzle and a water arch, and the generated picture replaces the SVG on the page | applied |
| L06-q8 | Maybe make one blade a different color - like red - and put a little dot at the end and say, "We placed a dot at the tip of the red fan blade. The dotted line traces the red fan blade's path as it spins around." Is the path of the fan blade curved or straight? You might even want to show three images with the fan blade going a third of the way, two-thirds of the way, and then all the way. Right now it says, "Look at the dotted line behind the tip of one fan blade" but irst of all it's not behind the tip; it's outside of it. Secondly the dotted line touches all the fan blades. | content / figure | applied: blade 1 is red with a dot at its tip (chip DOT); the dotted circle is the dot's circle (radius 68, through the tip); stem "One fan blade is red, with a dot at its tip. The dotted line shows where the dot went as the fan turned. Is the dot's path straight or curved?" Her three-frame version declined (one drawing per item) | applied |
| L06-q9 | Say something like: "The dotted line shows the path that the rocket took as it blasted off. Is the rocket ship's path straight or curved?" | wording | applied, as she wrote it | applied |
| L06-q10 | Needs much better graphics. | figure | noted: the running-track SVG is a placeholder for the generated picture (brief in IMAGE_BRIEFS); nothing to change in the item | noted, no change |
| L06-q11 | If the student gets this wrong is it possible to then present them with an image? | content | declined: the platform shows one feedback line and no second image; the fb already describes the arc ("Up over the log, then down") | declined, reason given |
| L06-q13 | This is what I am going to call a "convoluted language question" A lot of the time asking for definitions that are kind of vague and weird like this one is not a good idea (I think research supports this?) Instead, maybe give two or three sentences that use the word "path" either correctly or incorrectly, and the student has to identify when it's used correctly. Or maybe you would have some sort of fill-in-the-blank where you have to fill in the word "path". Maybe even at the end you could loop in old vocabulary. | wording | applied: "A hamster runs along its tube. The line the hamster goes along is called its ___." (position / path / direction) — the recall item's own frame as an MCQ first | applied |
| L06-q14 | Before recall I would have this exact same question, but with multiple choice and maybe a couple other questions in between, and then recall. Or you could just have multiple choice and then immediately after, recall. Maybe depends how strong the student is | content | covered: q13 is now exactly that (James's 30 Sep recognition-before-recall rule, S33) | closed |
| L07-script | This is the first video that is a complete miss. I would pull this, basically everything is wrong with it. A pattern is not a "part that happens in the same way." The swing is perpetually moving with no input. When it says "forward and back" it's not corresponding to the swing moving forward and back. I'm not clear if they're saying 2 seconds every 2 seconds although maybe they are. It seems frantic and confusing. The dripping non-example is also not good. | video / decision | James ruled 29 Sep: the pattern lessons stay (NGSS). Video edit (VISUAL): a child rides the swing; FORWARD and BACK chips land as the seat reaches each end. The rest changes narration → actions A8 (definition) and A9 (a v3 with her ideas?) | video edit (pipeline) |
| L07-q1 | This has not been taught at all in the video. This is a totally different thing. | content | applied: the quiz reordered so three motion cases lead (dolphin, bark, cat's tail) and the lights come fourth; the lights' why adds "even when nothing is moving". Key string y n y y n y n n n n. The video showing no non-motion pattern is in A9 | applied |
| L07-quiz | I would kill this whole lesson and redo it completely. I'm not sure there's something on the way. If you want ideas for how to do it, let me know but you might also already be working on something. | decision | action A9 (James's ruling stands; her ideas are worth taking) | waits for James |
| L08-script | We have the magic swing again that moves on its own. I'm not sure if the kids have learned the word "predicts" before but this is definitely not the lesson I would introduce it with. Even if the lesson is better, I would do a lesson on prediction on its own. I did like the dripping thing with the timer, with the countdown circle. That was the best thing I've seen in these two videos. | video / decision | video edit (VISUAL): the rider on the swing. L08 IS the prediction lesson (MOT3-008); the swing is its carried case. The missing definition line is new narration → A9's choices | video edit (pipeline) |
| L08-q1 | We have to change this definition of pattern. | decision | action A8 | ruled by the build (a standing rule) |
| L08-q2 | This drawing is confusing. It makes it look like after landing number 4 it goes in and rolls in a straight line because there's a straight dotted line after landing number 4. Also how is the ball bouncing the same height over and over again? | figure / decision | applied: the floor line to the ? removed. Equal bounces → action A11 | applied |
| L08-q3 | This is not a realistic thing that would happen in life so I do not think it should be an example or a question. | decision | action A11 (the equal-bounce ball across L07-q6, L08 q2–q4) | ruled by the build (a standing rule) |
| L08-q4 | Same as above. Not a realistic example. | decision | action A11 | ruled by the build (a standing rule) |
| L08-q5 | This needs color. I would also tell the students that the lights change in a predictable pattern in the question. | wording / figure | applied: lit lamps red / yellow / green; stem "The lights change in a pattern: red, green, yellow, again and again. Red is on now. Which light comes next?" | applied |
| L08-q6 | I guess this is okay but I kind of don't like it because in regular life if you say something just happened, it could be a second ago or 2 seconds ago. We're talking about a very small time frame of 5 seconds. I think it might be better to say: You set a timer and notice that a lighthouse flashes every 5 seconds. It flashes at 5 seconds, at 10 seconds, and at 15 seconds. When will it flash next? Don't have any options that are multiples of 5 because it's a little bit of a weird question. I would just make the answers easish. | content | applied, her version: "You start a timer and watch a lighthouse. It flashes at 5 seconds, at 10 seconds and at 15 seconds. When will it flash next?" (at 20 seconds / at 16 seconds / you cannot tell); why shows 15 + 5 = 20 | applied |
| L08-q7 | This is bordering on a convoluted language question. | wording | applied: "A windshield wiper swings left, then right, then left, then right. It has just swung left. Which way does it swing next?" | applied |
| L08-q8 | I just don't love these questions. I feel like you're asking something really easy but making it kind of complicated with slightly confusing language. I just think there's a better way to do it. I have to think about how exactly | wording | applied: "…comes in, then goes out, then comes in, again and again. It has just gone out. What will it do next?" | applied |
| L08-q9 | Convoluted language. | wording | applied: the time clause stripped from the options ("It swings right."); stem split into short sentences | applied |
| L08-q10 | This is testing if students know what "the start of every hour" means. | wording | applied: "A clock's bell rings once every hour. It rang at 3 o'clock. When will it ring next?" (at half past 3 / at 4 o'clock / you cannot tell); "cuckoo" (S36) gone with it | applied |
| L08-q11 | Convoluted language. The whole setup to this is unnecessary. I would use a definition for "predict," like to say what's going to happen in the future, and I don't even think it was defined or it was barely defined in the video. | wording | applied: "To say what will happen next, before it happens, is to ___." (predict / repeat / measure) — the practice recall's frame as an MCQ first; the truck story cut | applied |
| PR-q1 | Again I'm feeling like the ability to identify a landmark is not really that important. Or even if we change it to reference point, I just don't see this as something that we need to be quizzing the students on over and over. | decision | kept: the term is a coined atom (MOT3-001/002) and James chose reference point on 29 Sep because it is the later-science word; one spot-it item stays in the practice (this one). Her theme is in the digest | declined, reason given |
| PR-q2 | Same as above. | content | applied: cut (the same move as PR-q1 — the ladder item) | applied |
| PR-q4 | Change the second part of this to say, "What part of this question tells us which direction you need to go in to get to the rake?" I'll also say "of the shed" construction is kind of complex. Maybe not for advanced students, but for ELL third graders, this would be a hard sentence. | wording | declined: the item is the "which part is the direction?" form James praised (28 Sep; vault, the which-of-these-tells-you form); her sentence is longer and keeps "of the shed" | declined, reason given |
| PR-q5 | Same question about the importance of quizzing about landmarks over and over, but also this is weird wording. It's not exactly "which part of the sentence tells you the landmark" but maybe "which item is the landmark" or "which of the below is the landmark." | wording | applied: "Which object is the landmark?" (L01's own verb) | applied |
| PR-q7 | These are just language questions. "Stands by" and "stood by" are kind of slightly unusual language. The kids know if something moved or not. I think we don't need to quiz them so much on that. That should just be a very early thing to activate prior knowledge. I don't think we should be quizzing them over and over on whether things moved in third grade. | wording | applied: "In the morning a watering can was by the shed. In the afternoon the same can is by the gate. Did the can move?" Kept as the practice's one L04 item | applied |
| PR-q8 | Add an image of the ruler and the items being measured. | content | applied: the frog becomes the register's toy train, drawn (ruler_train_0_27); the number leaves the stem | applied |
| PR-q9 | Add a picture of this. Kids might not know what a ring at the fair is. | content | applied: the pony becomes a child on a merry-go-round, with the register's path_circle_merrygoround drawing (unused until now) | applied |
| PR-q10 | I'm going to put this in a bad definition category or confusing definition. If something has a definition that's confusing, I would not have the kids be quizzed on the definition of the word. | decision | action A13 (the reference-point line); the recall item itself is James's rule (every coined term has a recall item, S34) | waits for James |
| PR-q12 | This isn't worded quite right. How far something is from a landmark is called its "distance from the landmark." I think you need to add the words "from the landmark" after the blank. | wording | applied: "…is called its ___ from the landmark." | applied |
| PR-q13 | Again this wording is confusing. I think you would say something like: "If someone tells you, 'Your object is to the left of a landmark,' they are describing the [blank]." I don't know. Maybe I would just delete this. | content | applied: cut (S35 also flagged a nine-letter typed word; L03-q16 keeps the recall of direction) | applied |
| PR-q16 | I would change this to say, "What is going to happen in the future is to..." | wording | applied: "To say what will happen next, before it happens, is to ___." | applied |
| SUMMARY-script | "What if you only say "the ball is over there" around 0:6 - add in "the ball" Around 0:42 you need a pause. The video said "it sits by the desk still, its still by the desk," without taking a beat so no time really passed between those two statements. Shortly after that the video says, "Now look, far from the desk, it moved." I don't know why they're leaving out the subjects of the sentence. Instead they should say, "Now look, the car is far from the desk." The video needs to slow down a little bit and pause and let the students process what it's saying. It goes from the car to the snail thing and it just zooms through the snail and then zooms into the next thing. Also I think it would be good to say, "You learned about X, you learned about Y," to orient the students to what the video is saying and why. The swing is moving side to side with its magical powers again but the video is saying it's moving forward and back so that's incorrect. | video | video edits: AUDIO at beat 5 and beat 7 (her words); VISUAL at beats 11 and 13 (rider, FORWARD / BACK chips at the ends of the arc). Pacing and the orienting frame are a re-render → action A12. The script text (G3T01.py) says "The ball is over there" | video edit (pipeline) |
| SUMMARY-v1 | Same comment about the pattern definition. | decision | action A8 | ruled by the build (a standing rule) |
| SUMMARY-v2 | Same comment about the LANDMARK. | decision | closed by James's 29 Sep term ruling (reference point; the swap is in A1) | closed |
| SUMMARY-v3 | Same comment about needing to see an image of the ruler. | content | applied: drawn (ruler_car_0_40_q, the worked scene with no length written); the number leaves the stem | applied |
G3T03 Earth pulls things down — 1 notes, sent 2026-09-28 by Olivia Mullins
Triage record: grade3/topic03_build/records/OLIVIA_TRIAGE_G3T03_2026-09-28.md
| note | her words | kind | our call | status |
|---|---|---|---|---|
| PP-q1 | testing | test | the send button works end to end; no note to act on | closed |
James's notes — 10 notes on 5 topics
Typed in the reviewer boxes on the topic pages with James chosen under "Who is writing?", and sent with "Send my notes to the build". The morning pull files them under reviews/james/NOTES_<CODE>_<date>.md; a triage record for them, when written, is JAMES_TRIAGE_<CODE>_<date>.md in the topic's records.
G3T29 The Sun (from the scripts skim page) — 3 notes, sent 2026-10-01 by James Moore
| note | his words | kind | our call | status |
|---|---|---|---|---|
| L01 The Sun is a huge ball of glowing gas | It's obvious that the Sun isn't a campfire, so you can just introduce this a bit more gently. It isn't like the fires you see here on Earth either. For example, a campfire needs wood and air. | — | — | not yet triaged |
| L03 The Sun's light carries energy to Earth | it's mid-day is probably better than noon for g3 | — | — | not yet triaged |
| the summary script | "What the Sun is, what it's one of, and what it does for Earth." - i think these would be better phrased as questions, i.e. what is the sun - is there anything else like it? and what does the sun do for the earth? i also think more connectives would help. And be wary of "it" - Where you've said, "the Earth is a tiny dot beside it," it isn't clear. Earth is a tiny dot beside the sun. "Nothing lights up the Sun. " - I change this to the Sun, but the Sun makes its own light. "A stove or a lamp gives some warmth and light too. But most of it comes from the Sun." This doesn't make sense. most of the warmth of a stove or lamp does not come from the sun - just Delete. "At night the sun isn't in our sky" - Incorrect. The Sun is always in the sky. At night, we can't see the Sun, and things cool down. | — | — | not yet triaged |
G3T28 Using and conserving natural resources (from the scripts skim page) — 2 notes, sent 2026-10-01 by James Moore
| note | his words | kind | our call | status |
|---|---|---|---|---|
| L04 Reduce, reuse, or recycle? | Ori turns the faucet off while he brushes what? his teeth? if so say so. "Now let's take the jar two ways. " - nonsensical abstract sentence. ""Washed and kept for crayons:: - virtually all sentences should have a subject, verb and object - if you first use the jar to store honey, then when the honey is finished, you wash the jar, and use it to store pencils, that's reusing. | — | — | not yet triaged |
| the summary script | " and the three things you can do" - what are the three things - you should never be speaking in abstract terms like this - name them: reducing, reusing, recycling. Again you have some sentences/phrases without verbs "The faucet off: reducing." - when you turn the faucet off, that's reducing; if you use the same bottle to refill your water, that's reusing - you should be using proper sentences | — | — | not yet triaged |
G3T27 Fossils (from the scripts skim page) — 1 notes, sent 2026-09-30 by James Moore
Triage record: grade3/topic27_build/records/JAMES_TRIAGE_G3T27_2026-09-30.md
| note | his words | kind | our call | status |
|---|---|---|---|---|
| the intro script | Kids won't know what a creek is. If it's a river, just say a river. You should already be doing a readability check for unusual words like this. You should be able to identify a good source of grade 3 science words and try and stick to them where possible, or just heavily question any word that's being introduced outside of that. Also, I'm noticing that you're always asking lots of questions in an intro. Here, you're asking five questions. That's too many. You should limit it to three questions maximum, and ideally just one or two. | — | — | not yet triaged |
G3T26 Soil (from the scripts skim page) — 3 notes, sent 2026-09-30 by James Moore
Triage record: grade3/topic26_build/records/JAMES_TRIAGE_G3T26_2026-09-30.md
| note | his words | kind | our call | status |
|---|---|---|---|---|
| L01 What soil is made of | There's no such thing as a hand lens. It's a magnifying glass. The rule is not appropriate phrasing here. So, Here's what we've seen. | — | — | not yet triaged |
| L03 The dark crumbs come from dead things rotting | so here's what we've seen is a better ending | — | — | not yet triaged |
| L04 Tell two soils apart | Pale, gritty, fast: sandy soil. Orange, sticky, sits: clay soil. Dark, crumbly, some: garden soil. - To repeat this, you can just delete. Here's the rule here. | — | — | not yet triaged |
G3T25 Dangerous weather (from the scripts skim page) — 1 notes, sent 2026-09-30 by James Moore
Triage record: grade3/topic25_build/records/JAMES_TRIAGE_G3T25_2026-09-30.md
| note | his words | kind | our call | status |
|---|---|---|---|---|
| the summary script | here's the rule isn't the best usage for lessons 1 and 2, I think lesson 2 would be better to say, "Here's the pattern. Nobody can stop the weather." Lesson 1: "Here's what we've seen." Also, "harm" is a weird thing to say. It would just be better to say "dangerous weather does damage" or "causes damage" would be the best thing to say there. | — | — | not yet triaged |
Built 1 October 2026. Record: reviews/olivia/OLIVIA_NOTES.md.