Skill: review-lesson (Role C, triage) @ 377d183
Olivia's notes — every note and what happened to it
44 notes from Olivia so far, on 2 topics.
- G3T01 Where is it? Did it move?: 43 notes (2026-09-29)
- G3T03 Earth pulls things down: 1 note (2026-09-28)
- By status: waits for James 2 · ruled apply, edit written, not yet in the files 30 · video edit (pipeline) 6 · declined, reason given 2 · noted, no change 3 · closed 1
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 · 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.
G3T01 Where is it? Did it move? — 43 notes, sent 2026-09-29 by Olivia Mullins
Triage record: grade3/topic01_build/records/OLIVIA_TRIAGE_G3T01_2026-09-29.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 | waits for James |
| 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 | video edit (pipeline), audio: the unit at beats 5, 7, 8, 9, 13. Text queued (edit 23). "Even numbers first" flagged (James chose 12 → 28 as his model item; six spoken moments and three drawings carry it). "Finish line": declined, the topic's word is stop mark | 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 |
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 |
Built 29 September 2026. Record: reviews/olivia/OLIVIA_NOTES.md.