Olivia’s notes: what she keeps saying, and why
Olivia made 606 separate points on Topics 1–7. The three she makes most: questions that trip on their wording (148, 24%), pictures (124, 20%) and quiz order (86, 14%).
153 of her notes repeat a point she had already made on an earlier topic. Most are “convoluted language” and “add a picture”.
Only 12 of those 153 repeats were on a point we had rolled out in full. 54 were partly (a rule or a brief line, no sweep); 87 not at all.
Why: all 42 topics were written before she started; we swept only what a search can find; and from 7 Oct approved topics stayed as they were.
My recommendation: roll the three out across Topics 8–42 now (about 300 question rewrites, about 250 new drawings, 85 quiz openings moved). Keys and science untouched.
One question for you at the foot of the page, one tap. Her notes on Grade 3 Topics 1–7, 28 Sep to 8 Oct 2026.
The three themes
1. Questions that trip on their wording148 notes · 24%
What she is seeing: Items where the words are harder than the idea: long set-ups, “Tessa says … is she right?”, true / false traps, two options that both work. Her name for it is “a convoluted language question”.
In Topics 1–7; first raised 29 Sep; 45 of these notes repeat a point she had made on an earlier topic.
“This is what I am going to call a "convoluted language question"”Topic 1 · L06-q13
“I just always think they're so confusing: so-and-so says that they're right.”Topic 3 · L04-q4
“I'm getting a little bit of a headache trying to read through all these answers, just the language of it.”Topic 5 · PP-q33
“The language should not be several times more complicated than the idea.”Topic 7 · L02-q7
Carried forward? No. Each topic she read was fixed item by item. No rule or sweep reached Topics 8–42, because a search cannot tell a tangled stem from a long one.
The roll-out across Topics 8–42:
- A search lists 628 candidate items in Topics 8–42: 312 “someone says … is she right?” items, 48 true / false items and 274 stems over 30 words (some overlap).
- A reader who did not write them applies her test, “The language should not be several times more complicated than the idea”, and rewrites in her plain form (“Is the force on the boat a push or a pull?”).
- Her rate on Topics 1–7 predicts about 300 rewrites. Every changed item is re-read cold for its key.
It would not touch: Keys, the science and the coined terms stay as they are.
2. Pictures and animation124 notes · 20%
What she is seeing: A question with no picture where a child has to imagine the scene; direction asked in words (left, right); hands drawn as sticks; video objects that move with no cause (a paperclip that jumps, a swing that swings by itself).
In Topics 1–7; first raised 29 Sep; 51 of these notes repeat a point she had made on an earlier topic.
“Objects should not just randomly appear.”Topic 1 · L02-script
“the magnet is sitting there and the beginning and nothing changes and then the paperclip randomly jumps”Topic 4 · L01-script
“Just for all the direction ones, put an image. Hopefully I can just say it here and AI can find them.”Topic 5 · PP-q23
“Like previous images with hands, what I suppose are supposed to be fingers squishing this clay is kind of weird-looking.”Topic 7 · INTRO-script
Carried forward? Partly. The no-hands rule (your 29 Sep ruling) reached Topics 24–42, and every later video brief gained a continuity line. Her “put an image on every direction question” stayed in Topic 5.
The roll-out across Topics 8–42:
- 158 items in Topics 8–42 ask a direction in words with no drawing. Each gets a drawing with lettered arrows, her Topic 5 form (“Which arrow shows the direction of his pull?”).
- 23 drawings in Topics 8–22 still draw a hand, finger or arm. Each becomes the plain oblong arm.
- 82% of lesson-quiz items in Topics 8–42 have no picture (67% in Topics 1–7 after her edits). A reading pass adds one where the child must picture something unfamiliar. Her rate predicts about 250 new drawings in all.
- Videos: the screen directions are read for things that move with no cause. Any fix is an edit by video id, listed for you, not sent.
It would not touch: Keys stay. No live video is touched without your word.
3. Quiz order and lesson order86 notes · 14%
What she is seeing: The first item after a video is not about the video (a recall item from an earlier lesson), or it is harder than the video. An idea is asked before it was taught, or typed before it was recognised.
In Topics 1–7; first raised 29 Sep; 15 of these notes repeat a point she had made on an earlier topic.
“This was not reviewed in the quiz. It need to be a "recognition" task before retrieval.”Topic 1 · L01-q9
“Can we start with more basic questions that mimic what was learned in the video”Topic 4 · L02-q2
“it'd be much better to put these at the end.”Topic 4 · L03-q1
“I would really like to see these quizzes just start off with very straightforward questions”Topic 6 · L03-q1
Carried forward? Partly. “Recognise before you recall” became a rule with a checker, and Topics 8–42 now have no typed item in a quiz’s first third. Your recall-bank ruling (8 Oct) was applied to Topic 4 only.
The roll-out across Topics 8–42:
- 85 of 159 lesson quizzes in Topics 8–42 open on a recall item from an earlier lesson. Each moves to its topic’s recall bank (your 8 Oct ruling; at most two before a lesson, and only for an idea from well back, your 9 Oct ruling).
- A reading pass makes each quiz’s first two items the video’s own simplest case. Her rate predicts about 35 quizzes reordered.
It would not touch: Lesson order, splits and merges stay as cards for you.
Every theme, as a bar chart
Each bar is one theme; the number is how many of her 606 points fall in it. Hover a bar for its share.
The same shares, as a pie chart
Questions that trip on their wording 24% (148)
Pictures and animation 20% (124)
Quiz order and lesson order 14% (86)
Wording a child can't picture 12% (71)
Science she doubts 7% (42)
Which term, and when 5% (31)
Other 5% (28)
Needs another example or non-example 4% (25)
Praise 4% (22)
Hard words 3% (18)
Pace and length 1% (6)
The same thing said twice 1% (5)
Every theme in one table
| Theme | Notes | Share | Topics | First raised | Raised again later | Carried forward |
|---|---|---|---|---|---|---|
| Questions that trip on their wording | 148 | 24% | 1–7 | 29 Sep | yes | no (0 yes, 11 partly, 80 no, of 91) |
| Pictures and animation | 124 | 20% | 1–7 | 29 Sep | yes | partly (0 yes, 30 partly, 53 no, of 83) |
| Quiz order and lesson order | 86 | 14% | 1–7 | 29 Sep | yes | partly (3 yes, 16 partly, 37 no, of 56) |
| Wording a child can't picture | 71 | 12% | 1–2, 4–7 | 29 Sep | yes | partly (17 yes, 11 partly, 20 no, of 48) |
| Science she doubts | 42 | 7% | 1–7 | 29 Sep | no | yes (11 yes, 1 partly, 10 no, of 22) |
| Which term, and when | 31 | 5% | 1–3, 5–7 | 29 Sep | yes | partly (0 yes, 29 partly, 0 no, of 29) |
| Other | 28 | 5% | 1–3, 5–7 | 29 Sep | yes | no (0 yes, 0 partly, 17 no, of 17) |
| Needs another example or non-example | 25 | 4% | 1–7 | 29 Sep | yes | partly (2 yes, 3 partly, 10 no, of 15) |
| Praise | 22 | 4% | 1–7 | 29 Sep | no | n/a |
| Hard words | 18 | 3% | 1, 4–7 | 29 Sep | yes | partly (4 yes, 0 partly, 13 no, of 17) |
| Pace and length | 6 | 1% | 1–2, 4, 6 | 1 Oct | yes | no (0 yes, 0 partly, 5 no, of 5) |
| The same thing said twice | 5 | 1% | 1–2 | 29 Sep | no | no (0 yes, 0 partly, 5 no, of 5) |
“Raised again later”: the same point (not just the same theme) came back in a later topic. “Carried forward”: did that point reach topics beyond the one she commented on — yes (a rule and a sweep), partly (a rule or a brief line, no sweep), no. The numbers count her general points only; a point about one item is not counted.
Why she sees the same thing again
Every Grade 3 topic was written before she started. All 42 were authored by 29 Sep, 03:58; her first notes arrived that afternoon. So a fault she found in Topic 1 was already sitting in Topics 2–42.
We did roll out the points a search can find. “Reference point”, not “landmark” (29 Sep). Units as words and no drawn hands (29 Sep, Topics 20–42 and 24–42). “Biggest” and “smallest” for size only (2 Oct). Every sentence has a verb (2 Oct). Sound and light are never a non-example of a force (7 Oct).
The points she repeats most need a reader, not a search. Tangled wording, a missing picture, a quiz that opens on the wrong item: each was fixed only on the topic she read. Your 29 Sep rule said a general note sweeps every authored topic. We kept it only where a checker could find the hits. The 1 Oct digest listed sweeps for the rest as “candidates”, and none was built.
From 7 Oct your rule kept approved topics as they stood. “We don’t need to go back and re-author stuff right now if it’s already been approved.” So Topics 8–42 got a backlog of hits, not fixes.
She reads in order, so she meets in Topic 5 what she flagged in Topic 1. 153 of her 606 notes repeat a point she had already made on an earlier topic. Only 12 of those repeats were on a point rolled out in full; 54 partly, 87 not at all.
In her words:
“Remove all sound and light non-examples of forces because they are forces. I'm not going to say it anymore. Hopefully the AI can just pick up these from now on.” (Topic 5)
“I'm going to wait to review these until the edits come because I think I'll otherwise just be saying the same thing over and over.” (Topic 6)
“all right I have the same comments for basically everything.” (Topic 7)
What should change: a general note of hers gets a reading pass across every topic she has not yet read, the same day, not only a search. That is your words today, applied to the three themes below.
The question for you
Roll the three themes out across Topics 8–42 now?
Now: her points on tangled questions, pictures and quiz order were fixed only on the topic she read; Topics 8–42 still carry them.
Your words today: “you should be rolling out that fix a little bit more widely if it’s an obvious improvement.” That lifts the 7 Oct hold for these three.
Cost: about 300 rewrites and 250 drawings, in text and code only; video fixes listed for you, not sent. Keys re-read cold.
My recommendation: yes, all three, topic by topic, before she reads Topic 8. I would also file your words today as the rule for her future general notes, for you to confirm.
Every note, classified (606 rows: the CSV)
Source: reviews/olivia/THEMES_2026-10-09.csv. Method and counts: reviews/olivia/THEMES_REPORT_2026-10-09.md.
| n | topic | date | item | sub | theme | pattern | her_words | importance | our_call | general | carried_forward | carried_how | same_point_later | said_before |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | G3T01 | 2026-09-29 | INTRO-script | a | structure | intro-purpose-unclear | I feel like it could use some context - why are we watching this? | declined | yes | no | not changed (declined) | yes | no | |
| 2 | G3T01 | 2026-09-29 | INTRO-script | b | other | render-differs-from-script | The video does not say "What words were missing" like the script does. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 3 | G3T01 | 2026-09-29 | L01-script | a | drawing-or-picture | object-appears-suddenly | Why did Mia point in the wrong direction? Why was the ball suddenly become visible? | applied | yes | partly | continuity line added to every later video brief (29 Sep, DIGEST); she met it again in Topics 4 and 5; no check on rendered videos | yes | no | |
| 4 | G3T01 | 2026-09-29 | L01-script | b | praise | praise-general | I like the landmark/position framing. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 5 | G3T01 | 2026-09-29 | L02-script | a | drawing-or-picture | object-appears-suddenly | Objects should not just randomly appear. | applied | yes | partly | continuity line added to every later video brief (29 Sep, DIGEST); she met it again in Topics 4 and 5; no check on rendered videos | yes | no | |
| 6 | G3T01 | 2026-09-29 | L02-script | b | vague-or-abstract-wording | ambiguous-description | "two steps away from the door" could be two steps in all sorts of different directions | declined | no | n/a | one-off point (this item or lesson) | no | no | |
| 7 | G3T01 | 2026-09-29 | L02-script | c | hard-word | landmark-term | my 7th grader said "a desk is not a landmark!" | applied | yes | yes | 10 Rules/Coin the word the student will use in later science.md (29 Sep); "reference point" renamed course-wide, card e27, incl. Topics 2, 6, 31 and video audio edits | no | no | |
| 8 | G3T01 | 2026-09-29 | L02-script | d | structure | term-needed-at-all | do we need "landmark" at all? Is there a use for it later on? | declined | yes | yes | same as landmark-term: reference point course-wide (card e27) | no | no | |
| 9 | G3T01 | 2026-09-29 | L03-script | a | vague-or-abstract-wording | not-enough-for-what | "near the door is not enough" - not enough for what? | applied | yes | no | applied on this topic only | no | no | |
| 10 | G3T01 | 2026-09-29 | L03-article | a | repetition | reading-duplicates-video | I'm not sure it works to have a reading that is the exact same script as a video. | card | yes | no | card A2: James kept the article as the full lesson in prose (1 Oct) | no | no | |
| 11 | G3T01 | 2026-09-29 | L03-q1 | a | question-fault | stem-rewording | "Which object is the landmark in this sentence." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 12 | G3T01 | 2026-09-29 | L03-q2 | a | question-fault | video-dependent-item | This just feels very specific to this video. I would have text again. | declined | yes | no | not changed (declined) | no | no | |
| 13 | G3T01 | 2026-09-29 | L03-q3 | a | question-fault | ambiguous-stem | also from which part of the window? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 14 | G3T01 | 2026-09-29 | L03-q3 | b | drawing-or-picture | drawing-inaccurate | the final step in the image is not directly next to the ball. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 15 | G3T01 | 2026-09-29 | L03-q4 | a | drawing-or-picture | left-right-relative | Maybe label left and right, they are relative. | applied | yes | no | applied on this topic only | yes | no | |
| 16 | G3T01 | 2026-09-29 | L03-q5 | a | other | bold-key-word | bold or italic or make all caps - "exactly" | applied | yes | no | applied on this topic only | no | no | |
| 17 | G3T01 | 2026-09-29 | L03-q6 | a | other | bold-key-word | bold or italic or make all caps - "exactly" | applied | yes | no | applied on this topic only | no | no | |
| 18 | G3T01 | 2026-09-29 | L03-q7 | a | question-fault | unnecessary-setup | Remove "The chair is two steps from the table" from the question. Leave the answer choices. | applied | yes | no | applied on this topic only | no | no | |
| 19 | G3T01 | 2026-09-29 | L03-q8 | a | question-fault | stem-rewording | "... tells you the distances between the tent and campfire" | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 20 | G3T01 | 2026-09-29 | L03-q9 | a | question-fault | stem-rewording | "tells you the direction of the soccer ball compared to the goal" | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 21 | G3T01 | 2026-09-29 | L03-q12 | a | question-fault | convoluted-stem | I think this is too linguistically confusing and would just cut it. | applied | yes | no | applied on this topic only | yes | no | |
| 22 | G3T01 | 2026-09-29 | L03-q13 | a | other | bold-key-word | bold or italic "far", you could do "far away" | applied | yes | no | applied on this topic only | no | no | |
| 23 | G3T01 | 2026-09-29 | L03-q14 | a | other | bold-key-word | bold or italic "way" | applied | yes | no | applied on this topic only | no | no | |
| 24 | G3T01 | 2026-09-29 | L01-q7 | a | question-fault | tests-untaught | You did not introduce this context for "landmark" - I'd remove this. | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | no | |
| 25 | G3T01 | 2026-09-29 | L01-q8 | a | vague-or-abstract-wording | vague-definition | I don't love this but don't have a great alternate definition. It's just very broad. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 26 | G3T01 | 2026-09-29 | L01-q9 | a | structure | recognition-before-recall | This was not reviewed in the quiz. It need to be a "recognition" task before retrieval. | applied | yes | partly | 20 Patterns/A quiz climbs from recognition to production.md (29 Sep); checker S32 WARNs only on a typed item in a quiz's first third; she met it again in Topics 3, 5, 7 | yes | no | |
| 27 | G3T01 | 2026-09-29 | L02-q1 | a | hard-word | landmark-term | I'm again questioning "landmark" as a vocabulary word and think "reference point" or "reference object" might be better. | applied | yes | yes | 10 Rules/Coin the word the student will use in later science.md (29 Sep); "reference point" renamed course-wide, card e27, incl. Topics 2, 6, 31 and video audio edits | no | no | |
| 28 | G3T01 | 2026-09-29 | L02-q1 | b | missing-example-or-non-example | more-non-examples | I'd have some questions and more emphasis in the video on what is NOT a landmark. | applied | yes | partly | 10 Rules/A non-example is a near miss, never an absurd case.md, 2 Oct extension from her Topic 2 notes | no | no | |
| 29 | G3T01 | 2026-09-29 | L02-q3 | a | vague-or-abstract-wording | needs-concrete-definition | Add more info in the video about the landmark definition. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 30 | G3T01 | 2026-09-29 | L02-q8 | a | question-fault | two-right-answers | technically "that" is a stand in for an object, so in reality it sort of is naming an object. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 31 | G3T01 | 2026-09-29 | L02-q9 | a | question-fault | unnecessary-setup | Delete "The bird is up high." Ask "Which sentence contains a landmark?" | applied | yes | no | applied on this topic only | no | no | |
| 32 | G3T01 | 2026-09-29 | L02-q10 | a | question-fault | unrealistic-language | I wouldn't use questions that require us to pretend language is used differently than it is in reality. | applied | yes | no | applied on this topic only | no | no | |
| 33 | G3T01 | 2026-09-29 | L04-script | a | structure | term-needed-at-all | This is making me wonder the need for the "landmark" videos at all. | noted | yes | yes | same as landmark-term: reference point course-wide (card e27) | no | no | |
| 34 | G3T01 | 2026-09-29 | L04-script | b | vague-or-abstract-wording | narration-screen-mismatch | It's a little strange to say "look away" and then the screen turns black. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 35 | G3T01 | 2026-09-29 | L04-article | a | vague-or-abstract-wording | stem-rewording | The first sentence would be better as "compare the car in the before and after image" | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 36 | G3T01 | 2026-09-29 | L04-article | b | repetition | reading-duplicates-video | I'm not sure how useful a video transcript is as the main reading. | card | yes | no | card A2: James kept the article as the full lesson in prose (1 Oct) | no | no | |
| 37 | G3T01 | 2026-09-29 | L04-q1 | a | hard-word | landmark-term | I'm doubting the value of "landmark" | applied | yes | yes | 10 Rules/Coin the word the student will use in later science.md (29 Sep); "reference point" renamed course-wide, card e27, incl. Topics 2, 6, 31 and video audio edits | no | no | |
| 38 | G3T01 | 2026-09-29 | L04-quiz | a | structure | written-sentence-answers | 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" | card | yes | no | went to James as a card; not rolled out | no | no | |
| 39 | G3T01 | 2026-09-29 | L05-script | a | praise | praise-general | Ah, I wish this could be posted on YouTube | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 40 | G3T01 | 2026-09-29 | L05-script | b | vague-or-abstract-wording | sentence-fragments | The dialog of the kids doesn't make sense (they speak in fragments) and doesn't get readdressed. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | yes | no | |
| 41 | G3T01 | 2026-09-29 | L05-script | c | vague-or-abstract-wording | relative-words | Also "long" and "short" are relative and not useful here. | applied | yes | no | applied on this topic only | no | no | |
| 42 | G3T01 | 2026-09-29 | L05-script | d | other | narration-error | the child says "a lang way" instead of " a long way" for some reason | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 43 | G3T01 | 2026-09-29 | L05-script | e | missing-example-or-non-example | misconception-not-confronted | There needs to be a bigger deal made of measuring *from the same side of the car each time.* | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 44 | G3T01 | 2026-09-29 | L05-script | f | vague-or-abstract-wording | vague-rule-line | The end rule is kind of confusing, specially "put zero at the start mark." | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 45 | G3T01 | 2026-09-29 | L05-script | g | science-accuracy | misleading-scale | Otherwise this gives the impression that real cars are only centimeters long. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 46 | G3T01 | 2026-09-29 | L05-v1 | a | question-fault | convoluted-stem | This is confusing and is a language challenge. | applied | yes | no | applied on this topic only | yes | no | |
| 47 | G3T01 | 2026-09-29 | L05-v1 | b | drawing-or-picture | needs-picture | Instead, show an image and ask where the O should go. | declined | yes | no | not changed (declined) | yes | no | |
| 48 | G3T01 | 2026-09-29 | L05-q1 | a | other | bold-key-word | bold or italicize "far" | applied | yes | no | applied on this topic only | no | no | |
| 49 | G3T01 | 2026-09-29 | L05-q2 | a | hard-word | familiar-word-first | "starting line." | applied | yes | no | applied on this topic only | no | no | |
| 50 | G3T01 | 2026-09-29 | L05-q2 | b | term-order | term-before-taught | Maybe somewhere tell them, when you "read" the number off a ruler, we can call that a "reading" | applied | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | no | |
| 51 | G3T01 | 2026-09-29 | L05-q4 | a | question-fault | tests-untaught | Students were never hold how to measure when on an unnumbered line | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | no | |
| 52 | G3T01 | 2026-09-29 | L05-q5 | a | question-fault | tests-untaught | Students were never hold how to measure when on an unnumbered line | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | no | |
| 53 | G3T01 | 2026-09-29 | L05-q8 | a | question-fault | tests-untaught | same as above | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | no | |
| 54 | G3T01 | 2026-09-29 | L05-quiz | a | drawing-or-picture | needs-picture | Only do questions showing the ruler. | applied | yes | no | applied on this topic only | yes | no | |
| 55 | G3T01 | 2026-09-29 | L05-quiz | b | missing-example-or-non-example | mistake-non-examples | Add question (and video instruction) on mistakes when measuring. | applied | yes | no | applied on this topic only | no | no | |
| 56 | G3T01 | 2026-09-29 | L05b-script | a | science-accuracy | missing-units | The video starts off using numbers without units!!! | applied | yes | yes | units as words swept across Topics 20-42 on 29 Sep (DIGEST, Future topics) | no | no | |
| 57 | G3T01 | 2026-09-29 | L05b-script | b | structure | easy-numbers-first | start with using simple even numbers, then make the math more complex. | noted | yes | no | not changed (noted) | no | no | |
| 58 | G3T01 | 2026-09-29 | L05b-script | c | hard-word | familiar-word-first | Or you could call it a "start line" and "finish line" - I think due to sports that more familiar language. | declined | yes | no | not changed (declined) | no | no | |
| 59 | G3T01 | 2026-09-29 | L05b-v1 | a | question-fault | ask-the-task-directly | I would just have them do the math instead of asking them how to do the math. | declined | yes | no | not changed (declined) | no | no | |
| 60 | G3T01 | 2026-09-29 | L05b-q2 | a | drawing-or-picture | needs-picture | I might show two panels, the before and after moving for all of these | applied | yes | no | applied on this topic only | yes | no | |
| 61 | G3T01 | 2026-09-29 | L05b-q7 | a | drawing-or-picture | needs-picture | no word only questions for this | applied | yes | no | applied on this topic only | yes | no | |
| 62 | G3T01 | 2026-09-29 | L05b-q9 | a | drawing-or-picture | needs-picture | no word only questions for this | applied | yes | no | applied on this topic only | yes | no | |
| 63 | G3T01 | 2026-09-29 | L05b-q10 | a | drawing-or-picture | needs-picture | no word only questions for this | applied | yes | no | applied on this topic only | yes | no | |
| 64 | G3T01 | 2026-10-01 | L05b-script | d | drawing-or-picture | distracting-detail | Also I would remove those pieces of tape on the ruler. | declined | no | n/a | one-off point (this item or lesson) | no | no | |
| 65 | G3T01 | 2026-10-01 | L05b-q1 | a | drawing-or-picture | needs-picture | put images with the rule in all questions | applied | yes | no | applied on this topic only | yes | no | |
| 66 | G3T01 | 2026-10-01 | L05b-q4 | a | structure | easy-numbers-first | Can you start with differences that are really easy math | applied | yes | no | applied on this topic only | no | no | |
| 67 | G3T01 | 2026-10-01 | L05b-q4 | b | praise | praise-general | I like how there are mulitple questions on the same image/situation. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 68 | G3T01 | 2026-10-01 | L05b-q4 | c | other | signal-repeated-image | You might point out that the image repeats. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 69 | G3T01 | 2026-10-01 | L05b-q6 | a | drawing-or-picture | needs-picture | put an image | applied | yes | no | applied on this topic only | yes | no | |
| 70 | G3T01 | 2026-10-01 | L05b-q7 | a | drawing-or-picture | needs-picture | add image | applied | yes | no | applied on this topic only | yes | no | |
| 71 | G3T01 | 2026-10-01 | L05b-q8 | a | drawing-or-picture | needs-picture | add image | applied | yes | no | applied on this topic only | yes | no | |
| 72 | G3T01 | 2026-10-01 | L06-script | a | praise | praise-general | I like this video. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 73 | G3T01 | 2026-10-01 | L06-script | b | missing-example-or-non-example | side-by-side-contrast | I would have an side-by-side comparison of straight vs. curved earlier | applied | yes | partly | A non-example is a near miss…, 2 Oct extension | no | no | |
| 74 | G3T01 | 2026-10-01 | L06-script | c | missing-example-or-non-example | more-examples-needed | I might another example of a slanted by straight path (perhaps up a ramp?). | card | yes | no | went to James as a card; not rolled out | yes | no | |
| 75 | G3T01 | 2026-10-01 | L06-script | d | hard-word | everyday-vs-subject-meaning | do students learn in math that lines are straight? | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 76 | G3T01 | 2026-10-01 | L06-q1 | a | question-fault | tests-reading-not-science | This is testing language. It is trivial to identify if something moved. | applied | yes | no | applied on this topic only | yes | no | |
| 77 | G3T01 | 2026-10-01 | L06-q2 | a | vague-or-abstract-wording | name-the-thing | replace "its" with "the skateboard's" | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | yes | no | |
| 78 | G3T01 | 2026-10-01 | L06-q3 | a | vague-or-abstract-wording | name-the-thing | Replace "its" with "the goldfish's" | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | yes | no | |
| 79 | G3T01 | 2026-10-01 | L06-q3 | b | drawing-or-picture | needs-picture | could we add blue for water? | applied | yes | no | applied on this topic only | yes | no | |
| 80 | G3T01 | 2026-10-01 | L06-q4 | a | question-fault | stem-rewording | Replace with: A child jumps over a puddle. The dotted line shows the childs path. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 81 | G3T01 | 2026-10-01 | L06-q4 | b | drawing-or-picture | drawing-inaccurate | the arrow points to an area to the left of where the child actually is | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 82 | G3T01 | 2026-10-01 | L06-q5 | a | vague-or-abstract-wording | name-the-thing | If you use this replace "its" with "the elevator's" | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | yes | no | |
| 83 | G3T01 | 2026-10-01 | L06-q5 | b | drawing-or-picture | drawing-confusing | this drawing is really confusing. At least get rid of the horizontal dotted lines. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 84 | G3T01 | 2026-10-01 | L06-q6 | a | hard-word | unfamiliar-object | Do all children know what a zip line is? | applied | yes | no | applied on this topic only | no | no | |
| 85 | G3T01 | 2026-10-01 | L06-q7 | a | drawing-or-picture | drawing-unrecognisable | This does not look like a hose or like water. Could there be color added to some of these and better images? | applied | yes | no | applied on this topic only | yes | no | |
| 86 | G3T01 | 2026-10-01 | L06-q8 | a | drawing-or-picture | drawing-mismatch-text | it's not behind the tip; it's outside of it. Secondly the dotted line touches all the fan blades. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 87 | G3T01 | 2026-10-01 | L06-q9 | a | question-fault | stem-rewording | Say something like: "The dotted line shows the path that the rocket took as it blasted off. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 88 | G3T01 | 2026-10-01 | L06-q10 | a | drawing-or-picture | drawing-poor-quality | Needs much better graphics. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 89 | G3T01 | 2026-10-01 | L06-q11 | a | other | feedback-with-image | If the student gets this wrong is it possible to then present them with an image? | declined | yes | no | not changed (declined) | no | no | |
| 90 | G3T01 | 2026-10-01 | L06-q13 | a | question-fault | convoluted-stem | This is what I am going to call a "convoluted language question" | applied | yes | no | applied on this topic only | yes | no | |
| 91 | G3T01 | 2026-10-01 | L06-q13 | b | structure | interleave-old-vocab | Maybe even at the end you could loop in old vocabulary. | noted | yes | no | not changed (noted) | no | no | |
| 92 | G3T01 | 2026-10-01 | L06-q14 | a | structure | recognition-before-recall | Before recall I would have this exact same question, but with multiple choice | applied | yes | partly | 20 Patterns/A quiz climbs from recognition to production.md (29 Sep); checker S32 WARNs only on a typed item in a quiz's first third; she met it again in Topics 3, 5, 7 | yes | no | |
| 93 | G3T01 | 2026-10-01 | L07-script | a | structure | redo-lesson | This is the first video that is a complete miss. I would pull this | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 94 | G3T01 | 2026-10-01 | L07-script | b | science-accuracy | bad-definition | A pattern is not a "part that happens in the same way." | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 95 | G3T01 | 2026-10-01 | L07-script | c | drawing-or-picture | animation-physically-wrong | The swing is perpetually moving with no input. | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | no | |
| 96 | G3T01 | 2026-10-01 | L07-script | d | drawing-or-picture | narration-screen-mismatch | When it says "forward and back" it's not corresponding to the swing moving forward and back. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 97 | G3T01 | 2026-10-01 | L07-script | e | pace-or-length | video-too-fast | It seems frantic and confusing. | card | yes | no | went to James as a card; not rolled out | yes | no | |
| 98 | G3T01 | 2026-10-01 | L07-script | f | missing-example-or-non-example | weak-non-example | The dripping non-example is also not good. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 99 | G3T01 | 2026-10-01 | L07-q1 | a | question-fault | tests-untaught | This has not been taught at all in the video. This is a totally different thing. | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | no | |
| 100 | G3T01 | 2026-10-01 | L07-quiz | a | structure | redo-lesson | I would kill this whole lesson and redo it completely. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 101 | G3T01 | 2026-10-01 | L08-script | a | drawing-or-picture | animation-physically-wrong | We have the magic swing again that moves on its own. | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | no | |
| 102 | G3T01 | 2026-10-01 | L08-script | b | term-order | term-before-taught | 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. | card | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | no | |
| 103 | G3T01 | 2026-10-01 | L08-script | c | praise | praise-general | I did like the dripping thing with the timer, with the countdown circle. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 104 | G3T01 | 2026-10-01 | L08-q1 | a | science-accuracy | bad-definition | We have to change this definition of pattern. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 105 | G3T01 | 2026-10-01 | L08-q2 | a | drawing-or-picture | drawing-inaccurate | It makes it look like after landing number 4 it goes in and rolls in a straight line | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 106 | G3T01 | 2026-10-01 | L08-q2 | b | science-accuracy | unrealistic-physics | Also how is the ball bouncing the same height over and over again? | card | yes | no | went to James as a card; not rolled out | no | no | |
| 107 | G3T01 | 2026-10-01 | L08-q3 | a | science-accuracy | unrealistic-physics | This is not a realistic thing that would happen in life so I do not think it should be an example or a question. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 108 | G3T01 | 2026-10-01 | L08-q4 | a | science-accuracy | unrealistic-physics | Same as above. Not a realistic example. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 109 | G3T01 | 2026-10-01 | L08-q5 | a | drawing-or-picture | needs-picture | This needs color. | applied | yes | no | applied on this topic only | yes | no | |
| 110 | G3T01 | 2026-10-01 | L08-q5 | b | question-fault | stem-missing-information | I would also tell the students that the lights change in a predictable pattern in the question. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 111 | G3T01 | 2026-10-01 | L08-q6 | a | question-fault | unrealistic-language | in regular life if you say something just happened, it could be a second ago or 2 seconds ago. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 112 | G3T01 | 2026-10-01 | L08-q6 | b | question-fault | bad-distractor | Don't have any options that are multiples of 5 because it's a little bit of a weird question. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 113 | G3T01 | 2026-10-01 | L08-q7 | a | question-fault | convoluted-stem | This is bordering on a convoluted language question. | applied | yes | no | applied on this topic only | yes | no | |
| 114 | G3T01 | 2026-10-01 | L08-q8 | a | question-fault | convoluted-stem | I feel like you're asking something really easy but making it kind of complicated with slightly confusing language. | applied | yes | no | applied on this topic only | yes | no | |
| 115 | G3T01 | 2026-10-01 | L08-q9 | a | question-fault | convoluted-stem | Convoluted language. | applied | yes | no | applied on this topic only | yes | no | |
| 116 | G3T01 | 2026-10-01 | L08-q10 | a | question-fault | tests-reading-not-science | This is testing if students know what "the start of every hour" means. | applied | yes | no | applied on this topic only | yes | no | |
| 117 | G3T01 | 2026-10-01 | L08-q11 | a | question-fault | convoluted-stem | Convoluted language. The whole setup to this is unnecessary. | applied | yes | no | applied on this topic only | yes | no | |
| 118 | G3T01 | 2026-10-01 | L08-q11 | b | term-order | term-before-taught | I don't even think it was defined or it was barely defined in the video. | card | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | no | |
| 119 | G3T01 | 2026-10-01 | PR-q1 | a | structure | over-quizzing-trivial | I just don't see this as something that we need to be quizzing the students on over and over. | declined | yes | no | not changed (declined) | no | no | |
| 120 | G3T01 | 2026-10-01 | PR-q2 | a | structure | over-quizzing-trivial | Same as above. | applied | yes | no | applied on this topic only | no | no | |
| 121 | G3T01 | 2026-10-01 | PR-q4 | a | question-fault | stem-rewording | 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?" | declined | no | n/a | one-off point (this item or lesson) | yes | no | |
| 122 | G3T01 | 2026-10-01 | PR-q4 | b | hard-word | complex-syntax-ell | I'll also say "of the shed" construction is kind of complex. | declined | yes | no | not changed (declined) | no | no | |
| 123 | G3T01 | 2026-10-01 | PR-q5 | a | structure | over-quizzing-trivial | Same question about the importance of quizzing about landmarks over and over | applied | yes | no | applied on this topic only | no | no | |
| 124 | G3T01 | 2026-10-01 | PR-q5 | b | question-fault | stem-rewording | but also this is weird wording. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 125 | G3T01 | 2026-10-01 | PR-q7 | a | question-fault | tests-reading-not-science | These are just language questions. "Stands by" and "stood by" are kind of slightly unusual language. | applied | yes | no | applied on this topic only | yes | no | |
| 126 | G3T01 | 2026-10-01 | PR-q7 | b | structure | over-quizzing-trivial | I don't think we should be quizzing them over and over on whether things moved in third grade. | applied | yes | no | applied on this topic only | no | no | |
| 127 | G3T01 | 2026-10-01 | PR-q8 | a | drawing-or-picture | needs-picture | Add an image of the ruler and the items being measured. | applied | yes | no | applied on this topic only | yes | no | |
| 128 | G3T01 | 2026-10-01 | PR-q9 | a | drawing-or-picture | needs-picture | Add a picture of this. | applied | yes | no | applied on this topic only | yes | no | |
| 129 | G3T01 | 2026-10-01 | PR-q9 | b | hard-word | unfamiliar-object | Kids might not know what a ring at the fair is. | applied | yes | no | applied on this topic only | no | no | |
| 130 | G3T01 | 2026-10-01 | PR-q10 | a | question-fault | vague-definition-recall | If something has a definition that's confusing, I would not have the kids be quizzed on the definition of the word. | card | yes | partly | A quiz climbs from recognition to production (S32) covers the order, not the confusing definition | no | no | |
| 131 | G3T01 | 2026-10-01 | PR-q12 | a | question-fault | stem-incomplete | I think you need to add the words "from the landmark" after the blank. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 132 | G3T01 | 2026-10-01 | PR-q13 | a | question-fault | convoluted-stem | Again this wording is confusing. | applied | yes | no | applied on this topic only | yes | no | |
| 133 | G3T01 | 2026-10-01 | PR-q16 | a | question-fault | stem-rewording | I would change this to say, "What is going to happen in the future is to..." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 134 | G3T01 | 2026-10-01 | SUMMARY-script | a | vague-or-abstract-wording | sentence-fragments | I don't know why they're leaving out the subjects of the sentence. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | yes | no | |
| 135 | G3T01 | 2026-10-01 | SUMMARY-script | b | pace-or-length | video-too-fast | The video needs to slow down a little bit and pause and let the students process what it's saying. | card | yes | no | went to James as a card; not rolled out | yes | no | |
| 136 | G3T01 | 2026-10-01 | SUMMARY-script | c | structure | orienting-frame | I think it would be good to say, "You learned about X, you learned about Y," to orient the students | card | yes | no | went to James as a card; not rolled out | no | no | |
| 137 | G3T01 | 2026-10-01 | SUMMARY-script | d | drawing-or-picture | animation-physically-wrong | The swing is moving side to side with its magical powers again | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | no | |
| 138 | G3T01 | 2026-10-01 | SUMMARY-v1 | a | science-accuracy | bad-definition | Same comment about the pattern definition. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 139 | G3T01 | 2026-10-01 | SUMMARY-v2 | a | hard-word | landmark-term | Same comment about the LANDMARK. | applied | yes | yes | 10 Rules/Coin the word the student will use in later science.md (29 Sep); "reference point" renamed course-wide, card e27, incl. Topics 2, 6, 31 and video audio edits | no | no | |
| 140 | G3T01 | 2026-10-01 | SUMMARY-v3 | a | drawing-or-picture | needs-picture | Same comment about needing to see an image of the ruler. | applied | yes | no | applied on this topic only | yes | no | |
| 141 | G3T02 | 2026-10-01 | INTRO-script | a | other | above-grade-content | I'm not sure if the plane needs to be in there. I feel like relative motion seems more advanced than third grade. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 142 | G3T02 | 2026-10-01 | INTRO-script | b | science-accuracy | drawing-wrong-science | The sun goes the wrong way. If it's morning it should be lower in the sky. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 143 | G3T02 | 2026-10-01 | L01-script | a | term-order | term-before-taught | "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. | applied | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | yes | |
| 144 | G3T02 | 2026-10-01 | L01-script | b | drawing-or-picture | drawing-mismatch-text | they say that the marble never stopped rolling but it did stop rolling so that sentence needs to be removed. | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 145 | G3T02 | 2026-10-01 | L01-script | c | vague-or-abstract-wording | name-the-thing | Instead of using pronouns in the next sentence, name the object. | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | yes | yes | |
| 146 | G3T02 | 2026-10-01 | L01-script | d | drawing-or-picture | drawing-wrong-detail | 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. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 147 | G3T02 | 2026-10-01 | L01-script | e | pace-or-length | video-too-fast | I think these videos just need to pause a little bit after giving an idea before moving to the next one. | card | yes | no | went to James as a card; not rolled out | yes | yes | |
| 148 | G3T02 | 2026-10-01 | L01-script | f | praise | praise-general | I like "A moving object is always changing its position." | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 149 | G3T02 | 2026-10-01 | L01-script | g | structure | intro-purpose-unclear | 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. | card | yes | no | went to James as a card; not rolled out | no | yes | |
| 150 | G3T02 | 2026-10-01 | L01-v1 | a | other | trim-wording | I think the question can just say "changing" instead of "changing every moment." | not a huge deal | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 151 | G3T02 | 2026-10-01 | L01-q1 | a | vague-or-abstract-wording | missing-context-in-stem | We need more context to this question. I'm not sure what "tap and plug" this is talking about. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 152 | G3T02 | 2026-10-01 | L01-q1 | b | repetition | too-many-same-items | I think there are too many questions about whether something moved or not. | applied | yes | no | applied on this topic only | no | no | |
| 153 | G3T02 | 2026-10-01 | L01-q2 | a | question-fault | no-clear-answer | This is a very bad question that I don't know the answer to. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 154 | G3T02 | 2026-10-01 | L01-q3 | a | vague-or-abstract-wording | stem-tense-right-now | These are all imagined scenarios so I think it's weird to say, "Is thing XYZ is happening right now," | applied | yes | no | applied on this topic only | no | no | |
| 155 | G3T02 | 2026-10-01 | L01-q3 | b | other | picture-after-wrong-answer | Maybe if they can't answer it, you give them an image to help scaffold | card | yes | no | went to James as a card; not rolled out | no | no | |
| 156 | G3T02 | 2026-10-01 | L01-q4 | a | vague-or-abstract-wording | confusing-same | I would just say "A truck is waiting at the red light," not "The same truck is waiting at the red light." | applied | yes | no | applied on this topic only | no | no | |
| 157 | G3T02 | 2026-10-01 | L01-q5 | a | question-fault | ambiguous-case | 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. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 158 | G3T02 | 2026-10-01 | L01-q6 | a | vague-or-abstract-wording | stem-tense-right-now | You see a leaf falling from the tree. Does its position change as it falls? | applied | yes | no | applied on this topic only | no | no | |
| 159 | G3T02 | 2026-10-01 | L01-q7 | a | vague-or-abstract-wording | stem-tense-right-now | A girl is walking to school. Does her position change as she walks? | applied | yes | no | applied on this topic only | no | no | |
| 160 | G3T02 | 2026-10-01 | L01-q8 | a | vague-or-abstract-wording | stem-tense-right-now | A dog is asleep, lying motionless in its basket. Does its position change as it sleeps? | applied | yes | no | applied on this topic only | no | no | |
| 161 | G3T02 | 2026-10-01 | L01-q9 | a | vague-or-abstract-wording | stem-tense-right-now | A car is parked outside a house. Does its position change while it is parked? | applied | yes | no | applied on this topic only | no | no | |
| 162 | G3T02 | 2026-10-01 | L01-q10 | a | question-fault | convoluted-stem | I would call this a convoluted language question and remove it. | applied | yes | no | applied on this topic only | yes | yes | |
| 163 | G3T02 | 2026-10-01 | L01-q11 | a | question-fault | convoluted-stem | Again I would call this a convoluted language question and remove it. | applied | yes | no | applied on this topic only | yes | yes | |
| 164 | G3T02 | 2026-10-01 | L01-quiz | a | structure | add-vocab-production-items | I would add some questions where students have to pick the right vocabulary word in a sentence. | nice to have | applied | yes | partly | A quiz climbs from recognition to production (S32) | no | no |
| 165 | G3T02 | 2026-10-01 | L01-quiz | b | structure | full-sentence-answers | I would also like to see them answering questions in full sentences. | nice to have | declined | yes | no | not changed (declined) | no | no |
| 166 | G3T02 | 2026-10-01 | L02-script | a | other | narration-tense | By the time she says, "the ball hits the wall," it already happened so that needs to be put in past tense. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 167 | G3T02 | 2026-10-01 | L02-script | b | vague-or-abstract-wording | rule-wording-imprecise | a straight path without a bend means the direction did not change. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 168 | G3T02 | 2026-10-01 | L02-script | c | vague-or-abstract-wording | word-misfits-scene | it says the car turned at the corner but roads don't really have corners | declined | no | n/a | one-off point (this item or lesson) | no | no | |
| 169 | G3T02 | 2026-10-01 | L02-v1 | a | drawing-or-picture | label-placement | The labeling of the corner with that big line makes this confusing to look at. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 170 | G3T02 | 2026-10-01 | L02-v1 | b | drawing-or-picture | arrows-clutter | Generally I dislike the arrows on these dotted lines and I dislike them in this one. | applied | yes | no | applied on this topic only | no | no | |
| 171 | G3T02 | 2026-10-01 | L02-v1 | c | question-fault | stem-unclear | The wording of this question is kind of bad | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 172 | G3T02 | 2026-10-01 | L02-q1 | a | question-fault | convoluted-stem | At the very least I would say, "Which part of the sentence describes the direction?" instead of "Is the direction." | applied | yes | no | applied on this topic only | yes | yes | |
| 173 | G3T02 | 2026-10-01 | L02-q2 | a | drawing-or-picture | needs-picture | I think this is okay to ask but is a little tricky and should have an image with it. | applied | yes | no | applied on this topic only | yes | yes | |
| 174 | G3T02 | 2026-10-01 | L02-q3 | a | drawing-or-picture | needs-picture | Again everything so far has had images and I think it would be good to have an image. | declined | yes | no | not changed (declined) | yes | yes | |
| 175 | G3T02 | 2026-10-01 | L02-q4 | a | vague-or-abstract-wording | stem-rewording | I would reword this to say, "The dotted path shows the movement of the skateboard." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 176 | G3T02 | 2026-10-01 | L02-q5 | a | vague-or-abstract-wording | stem-rewording | Again I would just say the dotted path shows the movement of the remote control car. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 177 | G3T02 | 2026-10-01 | L02-q5 | b | drawing-or-picture | arrows-clutter | I don't love that arrow weirdly stuck in the corner | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 178 | G3T02 | 2026-10-01 | L02-q6 | a | drawing-or-picture | animation-physically-wrong | This is again depicting something that defies reality. Can you put a ramp underneath there that the bike came off of? | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes | |
| 179 | G3T02 | 2026-10-01 | L02-q6 | b | vague-or-abstract-wording | stem-rewording | Again the dotted line shows the path of the bike. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 180 | G3T02 | 2026-10-01 | L02-q7 | a | other | unrealistic-scenario | Again to conform slightly more to reality, a child on a sled slides straight down a snowy hill | applied | yes | no | applied on this topic only | no | no | |
| 181 | G3T02 | 2026-10-01 | L02-q7 | b | drawing-or-picture | needs-picture | I would put an image, especially because kids in Texas probably have never been sledding. | applied | yes | no | applied on this topic only | yes | yes | |
| 182 | G3T02 | 2026-10-01 | L02-q8 | a | question-fault | convoluted-stem | This is approaching a convoluted language question. | declined | yes | no | not changed (declined) | yes | yes | |
| 183 | G3T02 | 2026-10-01 | L02-q9 | a | other | reading-load | This is essentially a reading comprehension question and/or a test of someone's ability to make images from text. | noted | yes | no | not changed (noted) | no | no | |
| 184 | G3T02 | 2026-10-01 | L02-q10 | a | other | reading-load | Same as above. I think it's probably actually good to do this | noted | yes | no | not changed (noted) | no | no | |
| 185 | G3T02 | 2026-10-01 | L03-script | a | vague-or-abstract-wording | sentence-fragments | 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.. | card | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 186 | G3T02 | 2026-10-01 | L03-script | b | drawing-or-picture | inconsistent-convention | This video was inconsistent with previous videos on measuring. | applied | yes | no | applied on this topic only | no | no | |
| 187 | G3T02 | 2026-10-01 | L03-script | c | vague-or-abstract-wording | unclear-phrase | It's not really clear what it means to say, "Now the frog gets 10 seconds and the duck gets 20 seconds." | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 188 | G3T02 | 2026-10-01 | L03-script | d | missing-example-or-non-example | familiar-scenario | I think it would be better to say something like: "Imagine you were racing against a friend | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 189 | G3T02 | 2026-10-01 | L03-script | e | vague-or-abstract-wording | sentence-fragments | The brevity here is too much and the wording of "give the same time" is not good. | card | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 190 | G3T02 | 2026-10-01 | L03-script | f | structure | lesson-needed | Upon a little more reflection, is this lesson needed? | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 191 | G3T02 | 2026-10-01 | L03-v1 | a | structure | tests-untaught | I feel like the students need a little instruction on using the table to get this information before it's introduced. | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | yes | |
| 192 | G3T02 | 2026-10-02 | L05-script | a | vague-or-abstract-wording | name-the-thing | This is kind of pithy AI language, for kids, repeat the subject. | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | yes | yes | |
| 193 | G3T02 | 2026-10-02 | L05-script | b | praise | praise-general | I like this! | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 194 | G3T02 | 2026-10-02 | L05-v1 | a | drawing-or-picture | cluttered-drawing | This is a very cluttered diagram. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 195 | G3T02 | 2026-10-02 | L06-script | a | vague-or-abstract-wording | unstated-inference | At one point you're asking kids to make a pretty big inference: "the snail is slow so we counted a whole minute". | low | applied | yes | no | applied on this topic only | no | no |
| 196 | G3T02 | 2026-10-02 | L06-script | b | drawing-or-picture | table-format | it would be nice in the table to have a line down the middle, to have two clear columns | low | noted | no | n/a | one-off point (this item or lesson) | no | no |
| 197 | G3T02 | 2026-10-02 | L06-script | c | vague-or-abstract-wording | biggest-smallest-size | you say to line them up from biggest to smallest and then you put the cyclist up top. I actually thought you literally meant biggest in size | low | applied | yes | yes | 10 Rules/Biggest and smallest are for size only.md (2 Oct); checker sweep S39; Topics 2, 22, 23 swept | no | no |
| 198 | G3T02 | 2026-10-02 | L06-script | d | structure | cut-unneeded-section | I would remove that whole final section. I wouldn't line up anyone. | low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 199 | G3T02 | 2026-10-02 | L06-script | e | science-accuracy | accurate-verb | I wouldn't say the snail barely moved. Instead I would say the snail moved slowly | low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 200 | G3T02 | 2026-10-02 | L06-script | f | other | add-term | If you want to add something to this video to replace the ending, I might introduce the term "distance traveled." | low | card | no | n/a | one-off point (this item or lesson) | no | no |
| 201 | G3T02 | 2026-10-02 | L06-q1 | a | drawing-or-picture | decorative-swatches | the red and white squares next to it are unneeded and actually kind of confusing because it looks like there's a checkbox | applied | yes | no | applied on this topic only | no | no | |
| 202 | G3T02 | 2026-10-02 | L06-q2 | a | structure | scaffold-visual-to-text | at some point they need help transitioning from the visuals to the text only. | applied | yes | no | applied on this topic only | no | no | |
| 203 | G3T02 | 2026-10-02 | L06-q3 | a | structure | one-change-at-a-time | This is also a general comment: only increase the complexity in the questions one thing at a time. | applied | yes | no | applied on this topic only | no | no | |
| 204 | G3T02 | 2026-10-02 | L06-q4 | a | missing-example-or-non-example | contrast-pairs | Each question has both answers, speed and distance, and so it forces them to really think about the difference between distance and speed. | applied | yes | no | applied on this topic only | no | no | |
| 205 | G3T02 | 2026-10-02 | L06-q5 | a | vague-or-abstract-wording | missing-context-in-stem | I would say something like, "This is the same graph from the last question. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 206 | G3T02 | 2026-10-02 | L06-q8 | a | vague-or-abstract-wording | confusing-same | I would just say "four children swam for 20 seconds" instead of "four children swam for the same 20 seconds." | applied | yes | no | applied on this topic only | no | no | |
| 207 | G3T02 | 2026-10-02 | L06-q9 | a | vague-or-abstract-wording | confusing-same | Same as before. Remove the word "same". | applied | yes | no | applied on this topic only | no | no | |
| 208 | G3T02 | 2026-10-02 | L06-q10 | a | question-fault | convoluted-stem | Convoluted language, I'd remove. | applied | yes | no | applied on this topic only | yes | yes | |
| 209 | G3T02 | 2026-10-02 | L07-script | a | other | playback-fault | video is only playing audio for me, not video | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 210 | G3T02 | 2026-10-02 | L07-article | a | missing-example-or-non-example | minimal-pair | I would use a car on flat ground instead of comparing something on a hill and something on flat ground for the initial examples. | applied | yes | partly | 10 Rules/A non-example is a near miss…, 2 Oct extension (same ground) | no | no | |
| 211 | G3T02 | 2026-10-02 | L07-q1 | a | structure | recall-placement | I'm wondering if it might be better to put these recall questions before the video. | low | noted | yes | partly | card A39 ruled 8 Oct: recall items go to a per-topic recall bank (10 Rules/A check that leans on earlier knowledge…, 8 Oct section); applied to Topic 4 only; Topics 5-42 still open on a recall item | yes | no |
| 212 | G3T02 | 2026-10-02 | L07-q2 | a | question-fault | per-second-stem-wording | This question doesn't make sense. It needs to say: "A jet plane flies for 3 seconds. In the first second it travels 200 m. | fairly high | applied | yes | no | applied on this topic only | no | no |
| 213 | G3T02 | 2026-10-02 | L07-q2 | b | other | reading-load | Do know there's a lot of reading comprehension here | fairly high | noted | yes | no | not changed (noted) | no | no |
| 214 | G3T02 | 2026-10-02 | L07-q3 | a | repetition | question-chip-repeats-stem | Remove the box with "Is the skateboard speeding up?" because it basically is just repeating the question twice. | low | declined | yes | no | not changed (declined) | no | no |
| 215 | G3T02 | 2026-10-02 | L07-q4 | a | repetition | question-chip-repeats-stem | Again I don't think you need the gray box up top. I won't put this comment anymore. | declined | yes | no | not changed (declined) | no | no | |
| 216 | G3T02 | 2026-10-02 | L07-q5 | a | drawing-or-picture | drawing-mismatch-text | The image is a sled, I guess, on snow, but it's on flat ground so that doesn't make a lot of sense | fairly high | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 217 | G3T02 | 2026-10-02 | L07-q5 | b | drawing-or-picture | crowded-labels | you start to get crowding, with the 3-second box being below the 2-second box. | fairly high | declined | no | n/a | one-off point (this item or lesson) | no | no |
| 218 | G3T02 | 2026-10-02 | L07-q5 | c | structure | tests-untaught | I don't think there was anything about deceleration in the video and this needs to be taught before it's quizzed. | fairly high | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | yes |
| 219 | G3T02 | 2026-10-02 | L07-q6 | a | question-fault | per-second-stem-wording | Again the wording needs to change. A toy car moves for 3 seconds. In the first second it goes 1 m | high | applied | yes | no | applied on this topic only | no | no |
| 220 | G3T02 | 2026-10-02 | L07-q7 | a | question-fault | per-second-stem-wording | Please apply the comment from the previous question to all similar questions. | applied | yes | no | applied on this topic only | no | no | |
| 221 | G3T02 | 2026-10-02 | L08-script | a | vague-or-abstract-wording | sentence-fragments | There's an aversion to complete sentences | medium-low | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes |
| 222 | G3T02 | 2026-10-02 | L08-script | b | drawing-or-picture | scene-confusing | it's confusing as to why the ticks are only dropping on the grass. | medium-low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 223 | G3T02 | 2026-10-02 | L08-script | c | other | cut-line | Remove "and "covering no distance in a second. It has stopped. " | medium-low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 224 | G3T02 | 2026-10-02 | L08-script | d | drawing-or-picture | unrealistic-scenario | I would replace the empty scooter with a car traveling at constant speed just because that makes more sense as something that happens in real life. | medium-low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 225 | G3T02 | 2026-10-02 | L08-script | e | vague-or-abstract-wording | contradictory-word | Also you don't have to call the bus "fast" because it's slowing down. | medium-low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 226 | G3T02 | 2026-10-02 | L08-script | f | drawing-or-picture | animation-physically-wrong | The ball rolling up the ramp is really counterintuitive looking. I would show someone or something pushing the ball up the ramp. | medium-low | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes |
| 227 | G3T02 | 2026-10-02 | L08-v1 | a | vague-or-abstract-wording | biggest-smallest-size | Saying "it is getting big" or "smaller" makes it sound like the scooter itself is changing size. | high | applied | yes | yes | 10 Rules/Biggest and smallest are for size only.md (2 Oct); checker sweep S39; Topics 2, 22, 23 swept | no | no |
| 228 | G3T02 | 2026-10-02 | L08-q1 | a | vague-or-abstract-wording | missing-context-in-stem | "each second" iseems to refer to something that we haven't been told about. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 229 | G3T02 | 2026-10-02 | L08-q2 | a | question-fault | per-second-stem-wording | say a cart travels for 3 seconds. In the first second it goes 2 m | high | applied | yes | no | applied on this topic only | no | no |
| 230 | G3T02 | 2026-10-02 | L08-q2 | b | other | picture-after-wrong-answer | if the kids are getting it wrong, giving them more scaffolding, giving them a visual | high | noted | yes | no | not changed (noted) | no | no |
| 231 | G3T02 | 2026-10-02 | L08-q3 | a | question-fault | per-second-stem-wording | See previous language notes. High priority. | high | applied | yes | no | applied on this topic only | no | no |
| 232 | G3T02 | 2026-10-02 | L08-q6 | a | drawing-or-picture | label-placement | these boxes should be aligned on the slant and the one second is not aligned. | medium-low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 233 | G3T02 | 2026-10-02 | L08-q7 | a | question-fault | per-second-stem-wording | See previous language notes. High priority. | high | applied | yes | no | applied on this topic only | no | no |
| 234 | G3T02 | 2026-10-02 | L08-q8 | a | question-fault | per-second-stem-wording | See previous language notes. High priority. | high | applied | yes | no | applied on this topic only | no | no |
| 235 | G3T02 | 2026-10-02 | L08-q10 | a | question-fault | per-second-stem-wording | See previous language notes. High priority. | high | applied | yes | no | applied on this topic only | no | no |
| 236 | G3T02 | 2026-10-02 | L08-q11 | a | question-fault | convoluted-stem | This is convoluted language although it's possible kids will understand it. | noted | yes | no | not changed (noted) | yes | yes | |
| 237 | G3T02 | 2026-10-02 | L08-q12 | a | vague-or-abstract-wording | word-misfits-scene | Remove "of a lap" and replace it with "of its race" | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 238 | G3T02 | 2026-10-02 | L08-quiz | a | missing-example-or-non-example | contrast-pairs | There should be questions added in this quiz that ask the students how far something went during a certain second. | applied | yes | no | applied on this topic only | no | no | |
| 239 | G3T02 | 2026-10-02 | L09-v1 | a | vague-or-abstract-wording | biggest-smallest-size | Like before I would say it's getting slower rather than bigger or smaller. | applied | yes | yes | 10 Rules/Biggest and smallest are for size only.md (2 Oct); checker sweep S39; Topics 2, 22, 23 swept | no | no | |
| 240 | G3T02 | 2026-10-02 | L09-v1 | b | vague-or-abstract-wording | sentence-fragments | Also use complete sentences. It travels 2 m every second. Don't say "every time." | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 241 | G3T02 | 2026-10-02 | L09-script | a | vague-or-abstract-wording | sentence-fragments | it has that same language problem of not using complete sentences. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 242 | G3T02 | 2026-10-02 | L09-q1 | a | vague-or-abstract-wording | missing-context-in-stem | Each second sounds like it's referring to something specific but we are given no context. | medium | card | yes | no | went to James as a card; not rolled out | no | no |
| 243 | G3T02 | 2026-10-02 | L09-q2 | a | vague-or-abstract-wording | sentence-fragments | Same language issue I've flagged previously. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 244 | G3T02 | 2026-10-02 | L09-q3 | a | vague-or-abstract-wording | sentence-fragments | Same language issue. I'm not going to flag it anymore. Hopefully the AI can spot the pattern. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 245 | G3T02 | 2026-10-02 | L09-q5 | a | vague-or-abstract-wording | sentence-fragments | I would say, "Is the bus keeping the same speed while it's driving?" | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 246 | G3T02 | 2026-10-02 | L09-q7 | a | vague-or-abstract-wording | sentence-fragments | I would say, "Does the wagon keep the same speed as it travels down the hill?" | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 247 | G3T02 | 2026-10-02 | L09-q8 | a | drawing-or-picture | drawing-mismatch-text | Same issues with the sled image that I flagged in the previous quiz. | fairly high | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 248 | G3T02 | 2026-10-02 | L09-q10 | a | question-fault | prior-knowledge-ambiguity | I'm trying to just ensure they're answering based on the information in the question and not based on prior knowledge. | applied | yes | no | applied on this topic only | no | no | |
| 249 | G3T02 | 2026-10-02 | L09-q11 | a | vague-or-abstract-wording | sentence-fragments | A box turtle is walking. It goes 1 cm each second of its walk. Does it keep the same speed during its walk? | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 250 | G3T02 | 2026-10-02 | PR-q1 | a | vague-or-abstract-wording | sentence-fragments | I would add "while it moves" at the end of this I guess. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 251 | G3T02 | 2026-10-02 | PR-q2 | a | vague-or-abstract-wording | sentence-fragments | I'm not going to flag this anymore. Hopefully you can see this pattern and fix the language in future questions. | applied | yes | yes | Every sentence a student reads has a subject and a verb (James, 2 Oct); checker S38 runs on every topic | no | yes | |
| 252 | G3T02 | 2026-10-02 | PR-q7 | a | drawing-or-picture | drawing-mismatch-text | There's no sand here and the question asks about sand. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 253 | G3T02 | 2026-10-02 | PR-q11 | a | vague-or-abstract-wording | missing-context-in-stem | The question doesn't make clear that the cart is only slowing down on the rug. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 254 | G3T02 | 2026-10-02 | PR-q13 | a | drawing-or-picture | decorative-swatches | I don't think these green and yellow boxes are helping anything. | medium-low | applied | yes | no | applied on this topic only | no | no |
| 255 | G3T02 | 2026-10-02 | PR-q14 | a | vague-or-abstract-wording | confusing-same | The "same 40 meters" is confusing. Just say, "Owen and Nia each ran 40 meters." | applied | yes | no | applied on this topic only | no | no | |
| 256 | G3T03 | 2026-10-03 | INTRO-script | a | structure | intro-framing-known-as-new | I would acknowledge that they know things fall down and challenge them: "Have you ever thought about *why* things fall down and not up?" | card | yes | no | went to James as a card; not rolled out | no | no | |
| 257 | G3T03 | 2026-10-03 | INTRO-script | b | drawing-or-picture | drawing-mismatch-text | the person on the diving board jumps; they don't dive. I'm not sure about showing the diving board on the Earth. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 258 | G3T03 | 2026-10-03 | INTRO-script | c | praise | praise-general | I like the hanging upside down | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 259 | G3T03 | 2026-10-03 | INTRO-script | d | structure | motion-cases-too-early | I think the rocket ship portion should be removed. I think it's very confusing to have something going up while gravity is pulling it down. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 260 | G3T03 | 2026-10-03 | L03-script | a | structure | merge-thin-lesson | this video doesn't have enough to be a video on its own necessarily. I might just take the information in here | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 261 | G3T03 | 2026-10-03 | L01-script | a | drawing-or-picture | hand-drawing | This hand is a funny-looking hand. Needs to be redone. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | no | |
| 262 | G3T03 | 2026-10-03 | L01-script | b | structure | intro-framing-known-as-new | the video makes it sound interesting that the apple falls without anything touching it | card | yes | no | went to James as a card; not rolled out | no | no | |
| 263 | G3T03 | 2026-10-03 | L01-script | c | term-order | gravity-naming | Do not say, "We call this Earth's pull." Rather say, "This pull from the Earth has a name. It's gravity." | card | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | yes | no | |
| 264 | G3T03 | 2026-10-03 | L01-script | d | structure | motion-cases-too-early | cut it off at 44 before that ball thing. Again this is a very hard concept | card | yes | no | went to James as a card; not rolled out | no | no | |
| 265 | G3T03 | 2026-10-03 | L01-v1 | a | drawing-or-picture | hand-drawing | This hand is a very creative hand that needs to be redone. Also the hand doesn't open | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | no | |
| 266 | G3T03 | 2026-10-03 | L01-q1 | a | question-fault | recall-question-dislike | I think these questions are unnecessary and only testing reading comprehension. | applied | yes | partly | card A39 recall bank (8 Oct); Topic 4 only | yes | no | |
| 267 | G3T03 | 2026-10-03 | L01-q3 | a | term-order | term-before-taught | Get rid of the "without touching it" part. We haven't gotten to that yet | applied | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | yes | |
| 268 | G3T03 | 2026-10-03 | L01-q3 | b | drawing-or-picture | drawing-mismatch-text | the leaf should be below the tree | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 269 | G3T03 | 2026-10-03 | L01-q4 | a | structure | question-order | I would have questions about the word "gravity" before this. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 270 | G3T03 | 2026-10-03 | L01-q5 | a | structure | motion-cases-too-early | We haven't gotten here yet. Remove this question. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 271 | G3T03 | 2026-10-03 | L01-q6 | a | question-fault | too-hard-item | Again this is a really hard question. I would remove it. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 272 | G3T03 | 2026-10-03 | L01-q7 | a | question-fault | convoluted-stem | Convoluted language: remove. | card | yes | no | went to James as a card; not rolled out | yes | yes | |
| 273 | G3T03 | 2026-10-03 | L01-q8 | a | question-fault | two-right-answers | I think this is a little bit of a trick question | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 274 | G3T03 | 2026-10-03 | L01-q9 | a | question-fault | convoluted-stem | These are just too convoluted. Remove. | card | yes | no | went to James as a card; not rolled out | yes | yes | |
| 275 | G3T03 | 2026-10-03 | L01-q10 | a | question-fault | true-false-dislike | I like this a lot better than the true/false questions so I would focus more on these multiple-choice questions. | applied | yes | no | applied on this topic only | no | no | |
| 276 | G3T03 | 2026-10-03 | L01-quiz | a | term-order | gravity-naming | I think a lot of kids have heard the word "gravity" and so it's okay to name it kind of early. | card | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | yes | no | |
| 277 | G3T03 | 2026-10-03 | L01-quiz | b | structure | recognition-before-recall | I would have a few of those on top with just the "pull from the Earth" answer choices | card | yes | partly | 20 Patterns/A quiz climbs from recognition to production.md (29 Sep); checker S32 WARNs only on a typed item in a quiz's first third; she met it again in Topics 3, 5, 7 | yes | yes | |
| 278 | G3T03 | 2026-10-03 | L02-script | a | structure | motion-cases-too-early | I think it's confusing to introduce the movement pieces here, especially when it's going up. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 279 | G3T03 | 2026-10-03 | L02-script | b | missing-example-or-non-example | misconception-to-confront | explain that when the Earth pulls on an object or a person, it's pulling on every single part of that object | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 280 | G3T03 | 2026-10-03 | L02-script | c | drawing-or-picture | arrow-placement | It'd be nice if the arrows could actually touch the objects | applied | yes | partly | force-arrow rule (tail on the object) already in the vault; every later video brief says it (3 Oct) | no | no | |
| 281 | G3T03 | 2026-10-03 | L02-script | d | term-order | gravity-naming | Oh and I would use the vocab gravity as well. I would use them both. | card | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | yes | no | |
| 282 | G3T03 | 2026-10-03 | L02-q3 | a | structure | motion-cases-too-early | Say for later in the unit. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 283 | G3T03 | 2026-10-03 | L02-q4 | a | question-fault | convoluted-stem | Convoluted language for a hard topic. I would just remove this totally. | card | yes | no | went to James as a card; not rolled out | yes | yes | |
| 284 | G3T03 | 2026-10-03 | L02-q5 | a | structure | motion-cases-too-early | I would save this kind of question for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 285 | G3T03 | 2026-10-03 | L02-q6 | a | structure | motion-cases-too-early | you might just choose to only talk about still objects for now. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 286 | G3T03 | 2026-10-03 | L02-q7 | a | question-fault | tests-untaught | This was not really addressed in the video | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | yes | |
| 287 | G3T03 | 2026-10-03 | L02-q10 | a | structure | motion-cases-too-early | Say for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 288 | G3T03 | 2026-10-03 | L02-q11 | a | structure | motion-cases-too-early | Save for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 289 | G3T03 | 2026-10-03 | L02-quiz | a | structure | motion-cases-too-early | Again save the movement questions for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 290 | G3T03 | 2026-10-03 | L02-quiz | b | term-order | gravity-naming | a lot of questions to solidify the fact that the Earth's pull and gravity are the same thing | card | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | yes | no | |
| 291 | G3T03 | 2026-10-03 | L03-q3 | a | structure | merge-thin-lesson | could be moved to the previous video quiz | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 292 | G3T03 | 2026-10-03 | L03-q2 | a | structure | motion-cases-too-early | I'd say remove or save all the motion questions for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 293 | G3T03 | 2026-10-03 | L04-script | a | structure | lesson-order | I would move this earlier and basically replace what's there for either video 2 or 3. | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 294 | G3T03 | 2026-10-03 | L04-script | b | structure | misconception-first | I would not start talking about the feet because that is what kids think and you're kind of reinforcing that by doing it first. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 295 | G3T03 | 2026-10-03 | L04-script | c | missing-example-or-non-example | more-examples-needed | there are three examples but I want seven or more examples. The repetition is good for kids. | applied | yes | no | applied on this topic only | yes | yes | |
| 296 | G3T03 | 2026-10-03 | L04-script | d | science-accuracy | overstated-claim | I'm a little worried that it sounds like all your blood is in your head now | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 297 | G3T03 | 2026-10-03 | L04-script | e | drawing-or-picture | arrow-placement | I really want the labels and arrows to be fixed on this. | applied | yes | partly | force-arrow rule (tail on the object) already in the vault; every later video brief says it (3 Oct) | no | no | |
| 298 | G3T03 | 2026-10-03 | L04-script | f | missing-example-or-non-example | more-examples-needed | Then also there should be a non-human example. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 299 | G3T03 | 2026-10-03 | L04-q4 | a | missing-example-or-non-example | misconception-to-confront | This wasn't quite addressed directly enough. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 300 | G3T03 | 2026-10-03 | L04-q4 | b | question-fault | named-student-claim-dislike | I just always think they're so confusing: so-and-so says that they're right. | declined | yes | no | not changed (declined) | yes | no | |
| 301 | G3T03 | 2026-10-03 | L04-quiz | a | structure | simple-questions-first | I would like to see some extremely simple questions at the beginning of this | applied | yes | no | applied on this topic only | yes | no | |
| 302 | G3T03 | 2026-10-03 | L04-q5 | a | praise | praise-general | I like this because it's a little bit of a trick question but I think a reasonable trick question | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 303 | G3T03 | 2026-10-03 | L04-q5 | b | other | feedback-line-content | I would like, if they got it wrong, to be explained | applied | yes | no | applied on this topic only | no | no | |
| 304 | G3T03 | 2026-10-03 | L04-q7 | a | structure | motion-cases-too-early | Save motion questions for later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 305 | G3T03 | 2026-10-03 | L04-q8 | a | question-fault | tests-reading-not-science | the first part of the sentence is true and the second part of the sentence is what makes it false | noted | yes | no | not changed (noted) | yes | yes | |
| 306 | G3T03 | 2026-10-03 | L04-q9 | a | praise | praise-general | I like this question a lot | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 307 | G3T03 | 2026-10-03 | L04-q10 | a | question-fault | convoluted-stem | Convoluted language. Instead you could do something like true or false | applied | yes | no | applied on this topic only | yes | yes | |
| 308 | G3T03 | 2026-10-03 | L04-q11 | a | structure | motion-cases-too-early | let's remove it from this lesson and maybe do something similar later. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 309 | G3T03 | 2026-10-03 | L05-script | a | structure | lesson-order | So to be clear we just need to move the video until later, after they've learned about other forces. | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 310 | G3T03 | 2026-10-03 | L05-script | b | term-order | gravity-naming | Still call it the Earth's pull but start talking about gravity earlier. | card | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | yes | no | |
| 311 | G3T03 | 2026-10-03 | L05-quiz | a | structure | lesson-order | I'm skipping these questions for now because I think this needs to come later. | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 312 | G3T03 | 2026-10-03 | L06-script | a | structure | intro-framing-known-as-new | it needs to be explained in a way that acknowledges that the kids have already been learning about it | card | yes | no | went to James as a card; not rolled out | no | no | |
| 313 | G3T03 | 2026-10-03 | L06-q4 | a | structure | motion-cases-too-early | Wait on motion questions. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 314 | G3T04 | 2026-10-07 | INTRO-script | a | vague-or-abstract-wording | misleading-phrase | instead of saying "And nobody is holding it there," which I think is slightly confusing, I would say, "What is holding it there?" | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 315 | G3T04 | 2026-10-07 | L01-script | a | drawing-or-picture | object-appears-suddenly | the magnet is sitting there and the beginning and nothing changes and then the paperclip randomly jumps | applied | yes | partly | continuity line added to every later video brief (29 Sep, DIGEST); she met it again in Topics 4 and 5; no check on rendered videos | no | yes | |
| 316 | G3T04 | 2026-10-07 | L01-script | b | drawing-or-picture | drawing-mismatch-text | They look almost identical so with the animation you don't see that difference between the metal and plastic | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 317 | G3T04 | 2026-10-07 | L01-script | c | missing-example-or-non-example | misconception-to-confront | magnets will not pull on anything if it's not metal but magnets do not pull on all metals | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 318 | G3T04 | 2026-10-07 | L01-q1 | a | structure | recall-placement | I think it would be better to have these review questions elsewhere. | card | yes | partly | card A39 ruled 8 Oct: recall items go to a per-topic recall bank (10 Rules/A check that leans on earlier knowledge…, 8 Oct section); applied to Topic 4 only; Topics 5-42 still open on a recall item | no | yes | |
| 319 | G3T04 | 2026-10-07 | L01-q2 | a | question-fault | bad-item-replace | I think it's just a little esoteric for the first question | medium | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 320 | G3T04 | 2026-10-07 | L01-q3 | a | question-fault | pair-choice-form | "Which of these two objects will a magnet pull: a steel paperclip or a wood paperclip?" | applied | yes | no | applied on this topic only | no | no | |
| 321 | G3T04 | 2026-10-07 | L01-q4 | a | question-fault | pair-choice-form | I would probably replace most or all of this type of question with the other type of question | applied | yes | no | applied on this topic only | no | no | |
| 322 | G3T04 | 2026-10-07 | L01-q10 | a | structure | add-lesson | I suggest a "types of metals" and go over metals that are and are not magnetic | medium-low | card | no | n/a | one-off point (this item or lesson) | yes | no |
| 323 | G3T04 | 2026-10-07 | L01-q13 | a | question-fault | convoluted-stem | This is a convoluted question. I would remove | applied | yes | no | applied on this topic only | yes | yes | |
| 324 | G3T04 | 2026-10-07 | L01-q14 | a | question-fault | stem-rewording | "Name one type of metal that a magnet pulls." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 325 | G3T04 | 2026-10-07 | L02-script | a | drawing-or-picture | drawing-mismatch-text | The magnets look like pills. | low | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 326 | G3T04 | 2026-10-07 | L02-script | b | drawing-or-picture | object-appears-suddenly | the magnets are just sitting there for a long time and then they suddenly start to move | low | applied | yes | partly | continuity line added to every later video brief (29 Sep, DIGEST); she met it again in Topics 4 and 5; no check on rendered videos | no | yes |
| 327 | G3T04 | 2026-10-07 | L02-script | c | drawing-or-picture | object-appears-suddenly | The magnets are magically moving together and then they suddenly push apart. | low | applied | yes | partly | continuity line added to every later video brief (29 Sep, DIGEST); she met it again in Topics 4 and 5; no check on rendered videos | no | yes |
| 328 | G3T04 | 2026-10-07 | L02-script | d | pace-or-length | too-much-per-video | I also think this is doing too much talking about the magnets pushing and pulling and the object pushing and pulling | low | applied | yes | no | applied on this topic only | no | no |
| 329 | G3T04 | 2026-10-07 | L02-v1 | a | drawing-or-picture | hand-drawing | these hands leave something to be desired | mediumish | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes |
| 330 | G3T04 | 2026-10-07 | L02-v1 | b | question-fault | convoluted-stem | The first part of this question is unnecessary. | mediumish | applied | yes | no | applied on this topic only | yes | yes |
| 331 | G3T04 | 2026-10-07 | L02-v1 | c | structure | add-lesson | I would make another video that really hammers that point home. That might be actually a great place to introduce the term "magnetic." | mediumish | card | no | n/a | one-off point (this item or lesson) | yes | no |
| 332 | G3T04 | 2026-10-07 | L02-q2 | a | structure | simple-questions-first | Can we start with more basic questions that mimic what was learned in the video | applied | yes | no | applied on this topic only | yes | yes | |
| 333 | G3T04 | 2026-10-07 | L02-q6 | a | structure | tests-untaught | Remove this and do it on a later video once you change that. | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | yes | |
| 334 | G3T04 | 2026-10-07 | L02-q9 | a | drawing-or-picture | needs-picture | I would add drawings here and label them | applied | yes | no | applied on this topic only | yes | yes | |
| 335 | G3T04 | 2026-10-07 | L02-q11 | a | drawing-or-picture | arrows-for-direction | Again I might just add some arrows here and previously. | applied | yes | no | applied on this topic only | yes | no | |
| 336 | G3T04 | 2026-10-07 | L03-script | a | pace-or-length | video-too-fast | I think the video is just really quick. The door won't stay shut. I would just spend a little more time | medium | applied | yes | no | applied on this topic only | no | yes |
| 337 | G3T04 | 2026-10-07 | L03-script | b | drawing-or-picture | drawing-mismatch-text | On the cards the magnets are one red and one blue. | medium | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 338 | G3T04 | 2026-10-07 | L03-v1 | a | question-fault | stem-incomplete | This is incomplete. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 339 | G3T04 | 2026-10-07 | L03-v1 | b | drawing-or-picture | drawing-mismatch-text | Might be good at some point to point out that magnets aren't really red and blue. | declined | yes | no | not changed (declined) | yes | yes | |
| 340 | G3T04 | 2026-10-07 | L03-q1 | a | structure | recall-placement | it'd be much better to put these at the end. | card | yes | partly | card A39 ruled 8 Oct: recall items go to a per-topic recall bank (10 Rules/A check that leans on earlier knowledge…, 8 Oct section); applied to Topic 4 only; Topics 5-42 still open on a recall item | no | yes | |
| 341 | G3T04 | 2026-10-07 | L03-q2 | a | question-fault | stem-incomplete | Again I would do the language. | high | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 342 | G3T04 | 2026-10-07 | L03-q3 | a | drawing-or-picture | needs-picture | This requires too much visualization. You can instead have a picture with three options | applied | yes | no | applied on this topic only | yes | yes | |
| 343 | G3T04 | 2026-10-07 | L03-q4 | a | drawing-or-picture | needs-picture | I might instead have a diagram of two images | applied | yes | no | applied on this topic only | yes | yes | |
| 344 | G3T04 | 2026-10-07 | L03-q5 | a | science-accuracy | realistic-scenario | you don't have to hold the magnet above the grass and actually probably you wouldn't | declined | no | n/a | one-off point (this item or lesson) | yes | no | |
| 345 | G3T04 | 2026-10-07 | L03-q6 | a | question-fault | stem-incomplete | I would reward it, though, because no one says they want the drawing to stay on a wooden door. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 346 | G3T04 | 2026-10-07 | L03-q8 | a | praise | praise-general | I like this question. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 347 | G3T04 | 2026-10-07 | L03-q9 | a | missing-example-or-non-example | more-examples-needed | I think we need more quizzing on the types of materials | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 348 | G3T04 | 2026-10-07 | L03-q10 | a | question-fault | unanswerable-item | Technically you can't answer this question with the information given. | applied | yes | no | applied on this topic only | yes | no | |
| 349 | G3T04 | 2026-10-07 | PR-q1 | a | question-fault | unanswerable-item | you don't know for sure. Probably it will but we don't know the size of the magnet | applied | yes | no | applied on this topic only | yes | no | |
| 350 | G3T04 | 2026-10-07 | PR-q3 | a | hard-word | hard-word | Have we used the term "bolt" yet? I'm not sure that kids will know what that is. | applied | yes | no | applied on this topic only | yes | no | |
| 351 | G3T04 | 2026-10-07 | PR-q4 | a | question-fault | tests-reading-not-science | it really is more of a measure of reading comprehension | noted | yes | no | not changed (noted) | no | yes | |
| 352 | G3T04 | 2026-10-07 | PR-q5 | a | question-fault | stem-rewording | I would change the language a little bit. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 353 | G3T04 | 2026-10-07 | PR-q6 | a | question-fault | convoluted-stem | we need more instruction on this for a question like this and it's a little bit convoluted language-wise | applied | yes | no | applied on this topic only | yes | yes | |
| 354 | G3T04 | 2026-10-07 | PR-q8 | a | question-fault | stem-incomplete | You did not say he added the magnet to the door. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 355 | G3T04 | 2026-10-07 | PR-q9 | a | question-fault | stem-rewording | "Is it a good plan to use a magnet to pick up the pins or something? I don't know." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 356 | G3T04 | 2026-10-07 | PR-q12 | a | question-fault | two-right-answers | The answer to this could also be the Earth. | applied | yes | no | applied on this topic only | yes | yes | |
| 357 | G3T04 | 2026-10-07 | PR-q11 | a | science-accuracy | overstated-claim | I think is not always magnetic because it's a mixture and sometimes it doesn't have iron in it | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 358 | G3T04 | 2026-10-07 | PR-q11 | b | question-fault | stem-rewording | "Name one type of metal that magnets pull or that you've learned about. Name that metal." | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 359 | G3T04 | 2026-10-07 | SUMMARY-script | a | drawing-or-picture | drawing-mismatch-text | The cabinet door is kind of weird looking. | medium | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 360 | G3T04 | 2026-10-07 | SUMMARY-script | b | drawing-or-picture | drawing-mismatch-text | they move totally to the right when they would be pulled at an angle toward the magnet | medium | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 361 | G3T04 | 2026-10-07 | SUMMARY-script | c | drawing-or-picture | arrows-for-direction | I highly recommend high priority adding arrows to pretty much all the previous videos | medium | applied | yes | no | applied on this topic only | yes | no |
| 362 | G3T04 | 2026-10-07 | SUMMARY-script | d | vague-or-abstract-wording | misleading-phrase | it's a little confusing to go from talking about the door closing to saying, "The refrigerator door works the same way," | medium | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 363 | G3T04 | 2026-10-07 | SUMMARY-script | e | structure | add-lesson | I would probably add two videos | medium | card | no | n/a | one-off point (this item or lesson) | yes | no |
| 364 | G3T04 | 2026-10-07 | SUMMARY-v1 | a | praise | praise-general | This is a good question. More like these. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 365 | G3T04 | 2026-10-07 | SUMMARY-v2 | a | question-fault | answer-clue | Remove this. It's very confusing because you just told us what they did. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 366 | G3T04 | 2026-10-07 | SUMMARY-v3 | a | question-fault | stem-rewording | Reword this | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 367 | G3T05 | 2026-10-07 | INTRO-script | a | drawing-or-picture | animation-physically-wrong | the magnet needs to be lowered (or the paperclip placed on the table.) The paperclips shouldn't just be sitting there and then suddenly move | fairly high | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes |
| 368 | G3T05 | 2026-10-07 | INTRO-script | b | drawing-or-picture | animation-physically-wrong | The girl is pushing the door from the wrong side. | fairly high | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes |
| 369 | G3T05 | 2026-10-07 | INTRO-script | c | vague-or-abstract-wording | intro-framing-line | I don't really like the language "What pushes and pulls have in common?" I don't think that's quite the right framing. | fairly high | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 370 | G3T05 | 2026-10-07 | INTRO-v1 | a | vague-or-abstract-wording | intro-framing-line | Again I would change the language here and say something like, "Are you ready to find out more about pushes and pulls?" | applied | yes | no | applied on this topic only | no | no | |
| 371 | G3T05 | 2026-10-07 | L01-script | a | drawing-or-picture | arrows-for-direction | the arrow, when the boy pushes the door, kind of makes it look like he pushes to the right but he pushes back out | lowish | applied | yes | no | applied on this topic only | yes | yes |
| 372 | G3T05 | 2026-10-07 | L01-script | b | science-accuracy | sound-light-nonexample | I think the shouting should be replaced as a non-example | lowish | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no |
| 373 | G3T05 | 2026-10-07 | L01-script | c | structure | new-lesson-idea | Maybe later there should be something, maybe a whole lesson, on the difference between something creating a force and being a force. | lowish | noted | no | n/a | one-off point (this item or lesson) | no | no |
| 374 | G3T05 | 2026-10-07 | L01-script | d | term-order | gravity-naming | I would say, "Earth's pull or gravity pulls it down." | lowish | applied | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | no | yes |
| 375 | G3T05 | 2026-10-07 | L01-script | e | term-order | use-science-vocabulary | I would really like to see the forces named here. I think this would be high priority. I think it's time. | lowish | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no |
| 376 | G3T05 | 2026-10-07 | L01-v1 | a | drawing-or-picture | hand-drawing | I'm not sure what the large (maybe a finger or a popsicle stick) is on top of the magnet. Can that be replaced with a string? | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes | |
| 377 | G3T05 | 2026-10-07 | L01-q1 | a | term-order | gravity-naming | Here would be a great place to put gravity. | applied | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | no | yes | |
| 378 | G3T05 | 2026-10-07 | L01-q2 | a | praise | praise-general | here I do because they're really very related to what's about to come. I feel like this fits nicely. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 379 | G3T05 | 2026-10-07 | L01-q3 | a | structure | recognition-before-recall | AI has this tendency to have these sort of non-straightforward questions. There are a lot of straightforward questions that should come before this. | applied | yes | partly | 20 Patterns/A quiz climbs from recognition to production.md (29 Sep); checker S32 WARNs only on a typed item in a quiz's first third; she met it again in Topics 3, 5, 7 | yes | yes | |
| 380 | G3T05 | 2026-10-07 | L01-q3 | b | term-order | use-science-vocabulary | Name one type of force. | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no | |
| 381 | G3T05 | 2026-10-07 | L01-q5 | a | praise | praise-general | This is a decent non-example. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 382 | G3T05 | 2026-10-07 | L01-q6 | a | science-accuracy | sound-light-nonexample | barking does technically create sound, which technically does apply a force. | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 383 | G3T05 | 2026-10-07 | L01-q8 | a | praise | praise-general | I like this. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 384 | G3T05 | 2026-10-07 | L01-q11 | a | question-fault | weird-question | It's a little weird of a question but maybe they really will say no | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 385 | G3T05 | 2026-10-07 | L01-q10 | a | structure | new-lesson-idea | I'd really like to see some of these separated out. I assume there's going to be another lesson on contact and non-contact forces. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 386 | G3T05 | 2026-10-07 | L01-q12 | a | structure | new-lesson-idea | I'd like to see these concepts separated out a little more and have their own lesson. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 387 | G3T05 | 2026-10-07 | L01-q13 | a | question-fault | convoluted-stem | Convoluted language: remove | applied | yes | no | applied on this topic only | yes | yes | |
| 388 | G3T05 | 2026-10-07 | L02-script | a | drawing-or-picture | unclear-scene | I would completely take out all the doors in this example. It's not that obvious which way the doors are going | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 389 | G3T05 | 2026-10-07 | L02-script | b | term-order | use-science-vocabulary | I would use the word "direction" at some point more than once. | applied | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no | |
| 390 | G3T05 | 2026-10-07 | L02-script | c | missing-example-or-non-example | non-applied-force-examples | I would put two magnets. | applied | yes | yes | 20 Patterns/Teach the surprising members of a category before the everyday one.md (her call of 25 Sep; registers re-ordered) | no | no | |
| 391 | G3T05 | 2026-10-07 | L02-script | d | missing-example-or-non-example | forces-without-movement | There can be pulls and pushes without movement. | applied | yes | no | applied on this topic only | yes | no | |
| 392 | G3T05 | 2026-10-07 | L02-v1 | a | drawing-or-picture | unclear-scene | the door sort of got larger and morphed towards the person in an effort to show it going toward them. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 393 | G3T05 | 2026-10-07 | L02-q1 | a | question-fault | recall-question-dislike | I am not a fan of these types of questions. | applied | yes | partly | card A39 recall bank (8 Oct); Topic 4 only | no | yes | |
| 394 | G3T05 | 2026-10-07 | L02-q2 | a | question-fault | plain-direct-stem | I would say, is the force on the sled a push or a pull? | applied | yes | no | applied on this topic only | yes | no | |
| 395 | G3T05 | 2026-10-07 | L02-q2 | b | drawing-or-picture | arrows-for-direction | Arrows might be helpful here and elsewhere. | applied | yes | no | applied on this topic only | yes | yes | |
| 396 | G3T05 | 2026-10-07 | L02-q3 | a | science-accuracy | too-advanced | is that even true? Isn't the suction maybe then pushed from behind because of the pressure change | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 397 | G3T05 | 2026-10-07 | L02-q4 | a | vague-or-abstract-wording | say-the-concrete-fact | Maybe write it swings away from her. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 398 | G3T05 | 2026-10-07 | L02-q4 | b | drawing-or-picture | arrows-for-direction | I would continue to put pictures for all of these with arrows. | applied | yes | no | applied on this topic only | yes | yes | |
| 399 | G3T05 | 2026-10-07 | L03-script | a | drawing-or-picture | animation-physically-wrong | I think it's really important in our forces video that the objects act appropriately. | mediumish | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes |
| 400 | G3T05 | 2026-10-07 | L03-script | b | science-accuracy | one-object-rule | I don't feel it's quite right to say a force acts on one object because gravity is pulling on everything at once | mediumish | card | no | n/a | one-off point (this item or lesson) | no | no |
| 401 | G3T05 | 2026-10-07 | L03-q2 | a | drawing-or-picture | unclear-scene | This is confusing. It looks like he's catching the stone. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 402 | G3T05 | 2026-10-07 | L03-q2 | b | structure | non-applied-force-examples | can we start with examples that aren't the applied force? Let's start with magnets and then work with applied force. | applied | yes | yes | 20 Patterns/Teach the surprising members of a category before the everyday one.md (her call of 25 Sep; registers re-ordered) | no | no | |
| 403 | G3T05 | 2026-10-07 | L03-q8 | a | science-accuracy | one-object-rule | Is this actually false? That doesn't really make sense to me. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 404 | G3T05 | 2026-10-07 | L03-q9 | a | question-fault | convoluted-stem | Convoluted language: remove. | applied | yes | no | applied on this topic only | yes | yes | |
| 405 | G3T05 | 2026-10-07 | L03-q10 | a | question-fault | one-object-rule | No this is extremely confusing. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 406 | G3T05 | 2026-10-07 | L04-script | a | drawing-or-picture | hand-drawing | This finger or arm, or whatever it's supposed to be, is really weird-looking. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes | |
| 407 | G3T05 | 2026-10-07 | L04-script | b | drawing-or-picture | animation-physically-wrong | when the drawer comes out, it actually comes all the way out and would fall | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | yes | yes | |
| 408 | G3T05 | 2026-10-07 | L04-script | c | structure | cut-unneeded-beat | Take out the light thing. That just seems completely unnecessary. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 409 | G3T05 | 2026-10-07 | L04-script | d | term-order | use-science-vocabulary | if we've taught the vocabulary word, we should be using it. | applied | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no | |
| 410 | G3T05 | 2026-10-07 | L04-script | e | drawing-or-picture | arrows-for-direction | have the students identify which arrow shows the right direction. | applied | yes | no | applied on this topic only | yes | yes | |
| 411 | G3T05 | 2026-10-07 | L04-v1 | a | question-fault | left-right-relative | The right/left aspect of this concerns me. Could you have arrows and label them A and B | applied | yes | no | applied on this topic only | yes | yes | |
| 412 | G3T05 | 2026-10-07 | L04-v1 | b | structure | simple-questions-first | this is kind of a harder one. I would put this towards the end, not as the first one. | applied | yes | no | applied on this topic only | yes | yes | |
| 413 | G3T05 | 2026-10-07 | L04-q2 | a | question-fault | one-direction-rule | noooooo remove | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 414 | G3T05 | 2026-10-07 | L04-q3 | a | question-fault | one-direction-rule | remove!!!! confusing | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 415 | G3T05 | 2026-10-07 | L04-q4 | a | drawing-or-picture | drawing-mismatch-text | there is no girl in this image | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 416 | G3T05 | 2026-10-07 | L04-q4 | b | structure | one-direction-rule | I just don't think the one-direction thing is useful at this age. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 417 | G3T05 | 2026-10-07 | L04-q5 | a | drawing-or-picture | needs-picture | you need images for all of these. | applied | yes | no | applied on this topic only | yes | yes | |
| 418 | G3T05 | 2026-10-07 | L04-q5 | b | question-fault | convoluted-stem | The language is too confusing. In which direction does this pull act on the holes? That is really a convoluted sentence. | applied | yes | no | applied on this topic only | yes | yes | |
| 419 | G3T05 | 2026-10-07 | L04-q6 | a | drawing-or-picture | arrows-for-direction | Have the student identify which arrow is pointing in the right direction | high | applied | yes | no | applied on this topic only | yes | yes |
| 420 | G3T05 | 2026-10-07 | L04-q7 | a | drawing-or-picture | needs-picture | This still should use a video but this might be the one exception | applied | yes | no | applied on this topic only | yes | yes | |
| 421 | G3T05 | 2026-10-07 | L04-q8 | a | drawing-or-picture | hand-drawing | Put the magnet on the string not the finger popsicle stick in. | medium-low | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes |
| 422 | G3T05 | 2026-10-07 | L04-q10 | a | question-fault | one-direction-rule | this is putting confusing language around something that's already intuitive and obvious. Remove. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 423 | G3T05 | 2026-10-07 | PR-q2 | a | question-fault | convoluted-stem | Convoluted and confusing and remote | applied | yes | no | applied on this topic only | yes | yes | |
| 424 | G3T05 | 2026-10-07 | PR-q3 | a | question-fault | plain-direct-stem | Say, is the force on the boat a push or a pull? | applied | yes | no | applied on this topic only | yes | no | |
| 425 | G3T05 | 2026-10-07 | PR-q4 | a | question-fault | plain-direct-stem | Say, is the force on the ball a push or a pull? | applied | yes | no | applied on this topic only | yes | no | |
| 426 | G3T05 | 2026-10-07 | PR-q6 | a | science-accuracy | gravity-naming | the Earth does act on the Earth, doesn't it? | applied | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | no | yes | |
| 427 | G3T05 | 2026-10-07 | PR-q9 | a | question-fault | non-example-absurd | I would just say a force is a push or a pull not candy. | applied | yes | partly | 10 Rules/A non-example is a near miss, never an absurd case.md (2 Oct) | no | no | |
| 428 | G3T05 | 2026-10-07 | PR-q8 | a | structure | one-direction-rule | No, remove all these questions. I don't think this is a necessary thing | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 429 | G3T05 | 2026-10-07 | PR-q11 | a | drawing-or-picture | needs-picture | For the explanation above I would put an image | applied | yes | no | applied on this topic only | yes | yes | |
| 430 | G3T05 | 2026-10-07 | PR-q11 | b | term-order | use-science-vocabulary | I think it's time for vocabulary. | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no | |
| 431 | G3T05 | 2026-10-07 | SUMMARY-script | a | term-order | use-science-vocabulary | You've learned about three types of forces: | low | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | yes | no |
| 432 | G3T05 | 2026-10-07 | SUMMARY-script | b | science-accuracy | sound-light-nonexample | just use the one non-example of looking because, as noted previously, sound can create a force. | low | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no |
| 433 | G3T05 | 2026-10-07 | SUMMARY-script | c | drawing-or-picture | unclear-scene | the door looks broken around 43. | low | applied | no | n/a | one-off point (this item or lesson) | yes | no |
| 434 | G3T05 | 2026-10-07 | SUMMARY-script | d | missing-example-or-non-example | non-applied-force-examples | the examples are heavily dominated by the applied force. | low | applied | yes | yes | 20 Patterns/Teach the surprising members of a category before the everyday one.md (her call of 25 Sep; registers re-ordered) | no | no |
| 435 | G3T05 | 2026-10-07 | SUMMARY-script | e | science-accuracy | sound-light-nonexample | Remove light as a non-example because light does also apply a force | low | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no |
| 436 | G3T05 | 2026-10-07 | SUMMARY-script | f | structure | one-object-rule | Please remove the axe on one object. | low | card | no | n/a | one-off point (this item or lesson) | no | no |
| 437 | G3T05 | 2026-10-07 | SUMMARY-script | g | structure | one-direction-rule | The one-direction thing: if that's in there again, remove that | low | card | no | n/a | one-off point (this item or lesson) | no | no |
| 438 | G3T05 | 2026-10-07 | SUMMARY-v1 | a | question-fault | plain-direct-stem | Just ask the question: What do we call a push or pulling any object? I don't think it needs the preamble. | applied | yes | no | applied on this topic only | yes | no | |
| 439 | G3T05 | 2026-10-07 | SUMMARY-v2 | a | question-fault | plain-direct-stem | What was the force that acted on the wagon and pushed it forward? | applied | yes | no | applied on this topic only | yes | no | |
| 440 | G3T05 | 2026-10-07 | SUMMARY-v3 | a | structure | one-object-rule | Remove this question and this line of questioning generally. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 441 | G3T05 | 2026-10-07 | PP-q1 | a | science-accuracy | sound-light-nonexample | Technically light and sound do apply forces to the cork | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 442 | G3T05 | 2026-10-07 | PP-q3 | a | question-fault | two-right-answers | technically, the boy is applying a push to the grass, it's just with his feet. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 443 | G3T05 | 2026-10-07 | PP-q4 | a | drawing-or-picture | arrows-for-direction | All direction questions should have images with arrows. | applied | yes | no | applied on this topic only | yes | yes | |
| 444 | G3T05 | 2026-10-07 | PP-q5 | a | structure | one-direction-rule | Remove this question and all similar questions. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 445 | G3T05 | 2026-10-07 | PP-q6 | a | science-accuracy | sound-light-nonexample | Technically three of these are applying forces. | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 446 | G3T05 | 2026-10-07 | PP-q7 | a | science-accuracy | sound-light-nonexample | Just to remove the whistling one | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 447 | G3T05 | 2026-10-07 | PP-q8 | a | science-accuracy | sound-light-nonexample | The sun is applying a force and the squirrel technically is | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 448 | G3T05 | 2026-10-07 | PP-q9 | a | science-accuracy | sound-light-nonexample | Remove all sound and light non-examples of forces because they are forces. I'm not going to say it anymore. | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 449 | G3T05 | 2026-10-07 | PP-q11 | a | question-fault | two-right-answers | The boy tugging his sock is a push. The sock is pushing his foot. There needs to be a clear answer. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 450 | G3T05 | 2026-10-07 | PP-q12 | a | question-fault | two-right-answers | I would remove pedaling because there is that part when you come up and it sort of could be construed as a partial pull | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 451 | G3T05 | 2026-10-07 | PP-q13 | a | hard-word | unfamiliar-word | I'm not sure they're going to know what all these things are, like "a boy drawing back a bowstring." There are a lot of these with a lot of vocab. | applied | yes | no | applied on this topic only | yes | no | |
| 452 | G3T05 | 2026-10-07 | PP-q14 | a | hard-word | unfamiliar-word | there's too much vocab here. | applied | yes | no | applied on this topic only | yes | no | |
| 453 | G3T05 | 2026-10-07 | PP-q14 | b | question-fault | convoluted-stem | it almost is like making it a little harder than it needs to be. | applied | yes | no | applied on this topic only | yes | yes | |
| 454 | G3T05 | 2026-10-07 | PP-q17 | a | drawing-or-picture | needs-picture | I would add images to these, especially like a tractor-trailer. | applied | yes | no | applied on this topic only | yes | yes | |
| 455 | G3T05 | 2026-10-07 | PP-q17 | b | hard-word | unfamiliar-word | Hey do kids know this? | applied | yes | no | applied on this topic only | yes | no | |
| 456 | G3T05 | 2026-10-07 | PP-q18 | a | question-fault | trick-question | Don't give them a trick question with both the magnet and the bulb, especially without an image | applied | yes | no | applied on this topic only | yes | no | |
| 457 | G3T05 | 2026-10-07 | PP-q19 | a | term-order | gravity-naming | Change the wording to: What object does does the Earth's pull (gravity pull) act on | applied | yes | partly | 10 Rules/Earth's pull is the force; gravity names the happening.md, 8 Oct extension (card A41: weight, the magnetic force, contact force); applied Topics 5-7 | no | yes | |
| 458 | G3T05 | 2026-10-07 | PP-q20 | a | drawing-or-picture | arrows-for-direction | No direction questions without images and identifying arrows. | applied | yes | no | applied on this topic only | yes | yes | |
| 459 | G3T05 | 2026-10-07 | PP-q21 | a | drawing-or-picture | needs-picture | You definitely need an image with this one. | applied | yes | no | applied on this topic only | yes | yes | |
| 460 | G3T05 | 2026-10-07 | PP-q22 | a | vague-or-abstract-wording | say-the-concrete-fact | I think it's a little confusing to call it "dropped gloves" when the Earth is the one making it drop. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 461 | G3T05 | 2026-10-07 | PP-q23 | a | drawing-or-picture | arrows-for-direction | Just for all the direction ones, put an image. Hopefully I can just say it here and AI can find them. | applied | yes | no | applied on this topic only | yes | yes | |
| 462 | G3T05 | 2026-10-07 | PP-q24 | a | structure | one-direction-rule | Remove this question and all questions like this. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 463 | G3T05 | 2026-10-07 | PP-q25 | a | question-fault | two-right-answers | probably all of these are correct if you have a really bright student who can justify it. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 464 | G3T05 | 2026-10-07 | PP-q26 | a | drawing-or-picture | needs-picture | I don't know that students are going to understand that's a balloon to the left. | applied | yes | no | applied on this topic only | yes | yes | |
| 465 | G3T05 | 2026-10-07 | PP-q26 | b | question-fault | convoluted-stem | These questions are, again, convoluted. I would like to see some more straightforward questions. | applied | yes | no | applied on this topic only | yes | yes | |
| 466 | G3T05 | 2026-10-07 | PP-q27 | a | question-fault | convoluted-stem | They're very confusing again and it's reading comprehension. | applied | yes | no | applied on this topic only | yes | yes | |
| 467 | G3T05 | 2026-10-07 | PP-q33 | a | question-fault | convoluted-stem | I'm getting a little bit of a headache trying to read through all these answers, just the language of it. | applied | yes | no | applied on this topic only | yes | yes | |
| 468 | G3T05 | 2026-10-07 | PP-q46 | a | question-fault | convoluted-stem | I don't think we need this extra information and nothing touches it by the way. | applied | yes | no | applied on this topic only | yes | yes | |
| 469 | G3T05 | 2026-10-07 | PP-q46 | b | other | question-format-suggestion | I think that would be a little more straightforward than some of these as well. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 470 | G3T05 | 2026-10-07 | PP-q47 | a | question-fault | unclear-what-asked | This question doesn't make sense. Which of these is the reason for what? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 471 | G3T05 | 2026-10-07 | PP-q48 | a | science-accuracy | sound-light-nonexample | Wait, Sunshine is a force. Why is it saying this? | applied | yes | yes | 10 Rules/Sound and light are never a non-example of a force.md (7 Oct); Topics 5 and 7 swept; Grade 4 told | no | no | |
| 472 | G3T05 | 2026-10-07 | PP-q49 | a | question-fault | trick-question | I think this is too much of a trick question | applied | yes | no | applied on this topic only | yes | no | |
| 473 | G3T05 | 2026-10-07 | PP-q51 | a | structure | too-advanced | Remove. We could have a lesson on this later on but this is a very hard concept. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 474 | G3T06 | 2026-10-07 | INTRO-script | a | science-accuracy | contact-can-touch | For the magnet the paperclip does touch the magnet so that needs to be changed. | applied | yes | no | applied on this topic only | no | no | |
| 475 | G3T06 | 2026-10-07 | INTRO-script | b | structure | lesson-order | Let's not introduce static electricity yet. That should be its own thing. | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 476 | G3T06 | 2026-10-07 | INTRO-script | c | science-accuracy | contact-can-touch | A magnet doesn't have to touch a magnetic object to pull or push it. | applied | yes | no | applied on this topic only | no | no | |
| 477 | G3T06 | 2026-10-07 | L01-script | a | drawing-or-picture | hand-drawing | The "hand" in the video is a popsicle stick. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes | |
| 478 | G3T06 | 2026-10-07 | L01-script | b | pace-or-length | animation-speed | The dropping is also too slow. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 479 | G3T06 | 2026-10-07 | L01-script | c | science-accuracy | overstated-claim | I don't know that it's true to say "most pushes and pulls touch." | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 480 | G3T06 | 2026-10-07 | L01-script | d | term-order | use-taught-term | As said before we should be using the vocabulary that the kids have learned. | applied | yes | partly | checker S46 term sweep (7 Oct) | no | no | |
| 481 | G3T06 | 2026-10-07 | L01-script | e | other | real-footage | I think we really need some real-life videos in here | noted | yes | no | not changed (noted) | no | no | |
| 482 | G3T06 | 2026-10-07 | L01-q1 | a | question-fault | answer-clue | The question defined that it's a pull so it's not a push or a pull. | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 483 | G3T06 | 2026-10-07 | L01-q3 | a | drawing-or-picture | arrows-for-direction | the popsicle stick needs to be changed. Also can we add arrows> | applied | yes | no | applied on this topic only | no | yes | |
| 484 | G3T06 | 2026-10-07 | L01-q4 | a | drawing-or-picture | arrows-for-direction | Add arrows. | applied | yes | no | applied on this topic only | no | yes | |
| 485 | G3T06 | 2026-10-07 | L01-q4 | b | science-accuracy | contact-can-touch | it eventually does touch the magnet and the magnet is still pulling it up while it's touching | applied | yes | no | applied on this topic only | no | no | |
| 486 | G3T06 | 2026-10-07 | L01-q5 | a | science-accuracy | contact-can-touch | the Earth actually does pull on the leaf once it hits the ground as well | applied | yes | no | applied on this topic only | no | no | |
| 487 | G3T06 | 2026-10-07 | L01-v1 | a | science-accuracy | contact-can-touch | Is the force touching anything or is the force just a force? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 488 | G3T06 | 2026-10-07 | L01-q7 | a | vague-or-abstract-wording | contact-can-touch | Let's add the word "can" again. | applied | yes | no | applied on this topic only | no | no | |
| 489 | G3T06 | 2026-10-07 | L01-q8 | a | vague-or-abstract-wording | stem-rewording | Let's change the language from "pull" because we're using that to describe types of forces. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 490 | G3T06 | 2026-10-07 | L01-q10 | a | question-fault | stem-rewording | Does the Earth need to touch a sock to pull it down? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 491 | G3T06 | 2026-10-07 | L01-q11 | a | question-fault | named-student-claim-dislike | I never like these questions. I don't know if I'm wrong but I think it's confusing. | applied | yes | no | applied on this topic only | no | yes | |
| 492 | G3T06 | 2026-10-07 | INTRO-v1 | a | structure | add-lesson | I would have another lesson that now is kind of the same thing but we're using the term "contact." | card | no | n/a | one-off point (this item or lesson) | no | no | |
| 493 | G3T06 | 2026-10-07 | L01-quiz | a | missing-example-or-non-example | contact-can-touch | I would additionally add questions here about whether the Earth is pulling on things that are touching it | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 494 | G3T06 | 2026-10-07 | L02-script | a | term-order | coined-term-misleading | I'm uncomfortable with this video defining "balloon pull" as though it's a specific thing. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 495 | G3T06 | 2026-10-07 | L02-script | b | term-order | name-the-term | I would here maybe lead with the term "static" | card | yes | partly | card A41 (8 Oct); Topics 5-7 | no | no | |
| 496 | G3T06 | 2026-10-07 | L02-v1 | a | praise | praise-general | This question is fine even if you change the video. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 497 | G3T06 | 2026-10-07 | L02-q2 | a | structure | name-the-term | have kids name the type of force | card | yes | partly | card A41 (8 Oct); Topics 5-7 | no | no | |
| 498 | G3T06 | 2026-10-07 | L02-q5 | a | other | emphasis-balance | it's putting a lot of focus on this rubbing. I guess it's fine | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 499 | G3T06 | 2026-10-07 | L03-script | a | term-order | name-the-term | We can still say touch but it also should be: this is called a contact force. | card | yes | partly | card A41 (8 Oct); Topics 5-7 | no | no | |
| 500 | G3T06 | 2026-10-07 | L03-script | b | term-order | coined-term-misleading | "balloons pull" is too misleading I think | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 501 | G3T06 | 2026-10-07 | L03-script | c | science-accuracy | overstated-claim | other things have gravity besides the Earth | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 502 | G3T06 | 2026-10-07 | L03-script | d | science-accuracy | contact-can-touch | contact forces have to touch in order to happen. Non-contact forces can touch but they don't have to. | applied | yes | no | applied on this topic only | no | no | |
| 503 | G3T06 | 2026-10-07 | L03-script | e | science-accuracy | realistic-scenario | the balloon does touch their hair when you rub it on your sweater | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 504 | G3T06 | 2026-10-07 | L03-v1 | a | drawing-or-picture | drawing-mismatch-text | if this was middle school I would say this might be an inappropriate image | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 505 | G3T06 | 2026-10-07 | L03-q1 | a | structure | simple-questions-first | I would really like to see these quizzes just start off with very straightforward questions | applied | yes | no | applied on this topic only | no | yes | |
| 506 | G3T06 | 2026-10-07 | L03-q2 | a | hard-word | hard-word | kids might get confused between "light" (as in not heavy) and "light" (as in not dark) | applied | yes | no | applied on this topic only | no | yes | |
| 507 | G3T06 | 2026-10-07 | L03-q3 | a | term-order | name-the-term | I think we should be using "contact" by now | card | yes | partly | card A41 (8 Oct); Topics 5-7 | no | no | |
| 508 | G3T06 | 2026-10-07 | L03-q4 | a | drawing-or-picture | drawing-mismatch-text | the string is kind of weird here | applied | no | n/a | one-off point (this item or lesson) | yes | no | |
| 509 | G3T06 | 2026-10-07 | L03-q6 | a | question-fault | bad-item-replace | I think this could be a better choice than a jar's lid. It's kind of confusing. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 510 | G3T06 | 2026-10-07 | L03-q12 | a | question-fault | stem-rewording | This should be 10 pull a steel pin. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 511 | G3T06 | 2026-10-07 | PR-q4 | a | question-fault | tests-untaught | There's no way for students to know this. | applied | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | yes | yes | |
| 512 | G3T06 | 2026-10-07 | PR-q5 | a | question-fault | unanswerable-item | If it's a wet day it might stay still. | applied | yes | no | applied on this topic only | no | yes | |
| 513 | G3T06 | 2026-10-07 | PR-q6 | a | other | says-it-again | just assume all the comments from previous pages apply. | applied | yes | no | applied on this topic only | yes | no | |
| 514 | G3T06 | 2026-10-07 | PR-q7 | a | praise | praise-general | This is fine. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 515 | G3T06 | 2026-10-07 | PR-q8 | a | science-accuracy | realistic-scenario | a kicked ball often isn't necessarily airborne | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 516 | G3T06 | 2026-10-07 | PR-q10 | a | praise | praise-general | This is good. | noted | no | n/a | one-off point (this item or lesson) | yes | no | |
| 517 | G3T06 | 2026-10-07 | PR-q11 | a | question-fault | unclear-item | What is this supposed to be? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 518 | G3T06 | 2026-10-07 | SUMMARY-script | a | drawing-or-picture | hand-drawing | The hand and foot do not look like hands and feet. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | yes | yes | |
| 519 | G3T06 | 2026-10-07 | SUMMARY-script | b | term-order | use-taught-term | Add vocabulary, etc. | card | yes | partly | checker S46 term sweep (7 Oct) | no | no | |
| 520 | G3T06 | 2026-10-07 | SUMMARY-script | c | science-accuracy | contact-can-touch | The paperclip will touch the magnet so it shouldn't say it doesn't. | applied | yes | no | applied on this topic only | no | no | |
| 521 | G3T06 | 2026-10-07 | SUMMARY-script | d | science-accuracy | overstated-claim | The things that they're saying will happen because of the balloon charge are way too strong. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 522 | G3T06 | 2026-10-07 | SUMMARY-script | e | missing-example-or-non-example | more-examples-needed | It should be different examples of static. | card | no | n/a | one-off point (this item or lesson) | yes | no | |
| 523 | G3T06 | 2026-10-07 | SUMMARY-script | f | term-order | term-before-taught | it introduces the term "electric charge," which we have not seen before | applied | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | yes | yes | |
| 524 | G3T06 | 2026-10-07 | SUMMARY-script | g | science-accuracy | contact-can-touch | This rule for determining if it's a contact or non-contact force is a bad rule because magnets do touch things. | applied | yes | no | applied on this topic only | no | no | |
| 525 | G3T06 | 2026-10-07 | SUMMARY-script | h | drawing-or-picture | sort-the-right-thing | The diver shouldn't be what's sorted. What's sorted should be the type of force | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 526 | G3T06 | 2026-10-07 | PP-q1 | a | other | says-it-again | I'm going to wait to review these until the edits come because I think I'll otherwise just be saying the same thing over and over. | noted | yes | no | not changed (noted) | yes | no | |
| 527 | G3T07 | 2026-10-08 | INTRO-script | a | drawing-or-picture | motion-path-continuity | The dotted line needs to start at the edge of the frame. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 528 | G3T07 | 2026-10-08 | INTRO-script | b | drawing-or-picture | hand-drawing | Like previous images with hands, what I suppose are supposed to be fingers squishing this clay is kind of weird-looking. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | no | yes | |
| 529 | G3T07 | 2026-10-08 | L01-script | a | hard-word | define-word-on-first-use | the first time that you use the word "still," after that I would say the sentence "still" means not moving. | applied | yes | no | applied on this topic only | no | no | |
| 530 | G3T07 | 2026-10-08 | L01-script | b | drawing-or-picture | animation-physically-wrong | the swing doesn't quite swing properly. It's swinging higher on the right side than the left. | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | no | yes | |
| 531 | G3T07 | 2026-10-08 | L01-script | c | science-accuracy | nothing-pushes-claim | Things are still pulling and pushing on the nail (gravity, the table, etc.). We're going to teach that later so it's incorrect. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 532 | G3T07 | 2026-10-08 | L01-script | d | vague-or-abstract-wording | name-the-thing | I think it's just helpful to identify the magnet again in that second clause and to say "no longer" | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 533 | G3T07 | 2026-10-08 | L01-script | e | drawing-or-picture | hand-drawing | the arm is sort of a little ridiculous looking. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | no | yes | |
| 534 | G3T07 | 2026-10-08 | L01-script | f | missing-example-or-non-example | forces-without-movement | have this video talk about how forces can make things move but they don't always. | card | yes | no | went to James as a card; not rolled out | no | yes | |
| 535 | G3T07 | 2026-10-08 | L01-script | g | term-order | use-science-vocabulary | I think this is a case where bringing in the vocabulary would be really good. | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | no | yes | |
| 536 | G3T07 | 2026-10-08 | L01-v1 | a | drawing-or-picture | hand-drawing | Again this hand does not look anything like a hand. | applied | yes | partly | 10 Rules/People and hands in figures… "no hands at all; oblong arms" (James, 29 Sep); Topics 24-42 figures swept for hands 29 Sep; Topics 3-7 still had hands | no | yes | |
| 537 | G3T07 | 2026-10-08 | L01-q2 | a | question-fault | two-right-answers | technically we don't know if the boat is going to move or not. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 538 | G3T07 | 2026-10-08 | L01-q3 | a | vague-or-abstract-wording | cannot-picture-scenario | This needs a picture and a rewrite: a wheeled toy horse. This took me a second to figure out what it was talking about | applied | yes | no | applied on this topic only | no | no | |
| 539 | G3T07 | 2026-10-08 | L01-q4 | a | question-fault | trick-question | I just, again, have this feeling like this is a trick question. | applied | yes | no | applied on this topic only | no | yes | |
| 540 | G3T07 | 2026-10-08 | L01-q5 | a | hard-word | unfamiliar-word | If kids haven't learned what washers are, I would use an object that's either familiar or that they've been taught. | applied | yes | no | applied on this topic only | no | yes | |
| 541 | G3T07 | 2026-10-08 | L01-q6 | a | question-fault | trick-question | all right I have the same comments for basically everything. | applied | yes | no | applied on this topic only | no | yes | |
| 542 | G3T07 | 2026-10-08 | L01-q11 | a | question-fault | plain-direct-stem | Reword to say: Isla said the wind's push can make a still kite move. | applied | yes | no | applied on this topic only | no | yes | |
| 543 | G3T07 | 2026-10-08 | L01-quiz | a | question-fault | convoluted-stem | I'm concerned that we're spending a lot of time on items that are really intuitive but then using really confusing language to talk about them. | applied | yes | no | applied on this topic only | no | yes | |
| 544 | G3T07 | 2026-10-08 | L01-quiz | b | term-order | use-science-vocabulary | we should use more straightforward questions and be using more science vocabulary | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | no | yes | |
| 545 | G3T07 | 2026-10-08 | L01-quiz | c | structure | science-push-meaning | we might want to add a video as well about how science push is not identical to what we consider a push outside of science. | card | yes | no | went to James as a card; not rolled out | no | no | |
| 546 | G3T07 | 2026-10-08 | L01-quiz | d | missing-example-or-non-example | forces-without-movement | a force can start movement, stop movement, or it can do nothing to movement. | noted | yes | no | not changed (noted) | no | yes | |
| 547 | G3T07 | 2026-10-08 | L02-script | a | structure | merge-lessons | if we do future versions, I would combine this with the last video. | high | noted | no | n/a | one-off point (this item or lesson) | no | no |
| 548 | G3T07 | 2026-10-08 | L02-script | b | drawing-or-picture | unclear-scene | It looks like she's swinging her arm and it would hit the ball the other way. | high | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 549 | G3T07 | 2026-10-08 | L02-script | c | science-accuracy | science-push-meaning | With the swing that's really confusing because it says she pushes it and it stops. | high | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 550 | G3T07 | 2026-10-08 | L02-script | d | drawing-or-picture | animation-physically-wrong | there's no indication as to what caused the sled to have this movement. It just kind of seems magical. | high | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | no | yes |
| 551 | G3T07 | 2026-10-08 | L02-script | e | structure | science-push-meaning | "Science Pushes" should perhaps be its own video earlier in the series . | high | card | yes | no | went to James as a card; not rolled out | no | no |
| 552 | G3T07 | 2026-10-08 | L02-v1 | a | structure | tests-untaught | I don't think the video emphasizes this idea enough. | noted | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | no | yes | |
| 553 | G3T07 | 2026-10-08 | L02-q2 | a | praise | praise-general | I'm really happy to see a question like this: more straightforward, less dependent on confusing language. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 554 | G3T07 | 2026-10-08 | L02-q2 | b | question-fault | two-right-answers | kids could misinterpret what "turns and rolls in a new direction" means. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 555 | G3T07 | 2026-10-08 | L02-q3 | a | structure | tests-untaught | I don't feel that slowing down was taught in its own context. | declined | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | no | yes | |
| 556 | G3T07 | 2026-10-08 | L02-q3 | b | term-order | term-before-taught | I don't feel we've used the language of "her pull acts against the direction the scooter moves." I think that's new language.. | declined | yes | partly | checker S46 term sweep (James, 7 Oct) reports coinings and reuse; order read by review-lesson | no | yes | |
| 557 | G3T07 | 2026-10-08 | L02-q3 | c | vague-or-abstract-wording | name-the-thing | I would say, "Why does the scooter slow down?" instead of "Why does it slow down?" | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 558 | G3T07 | 2026-10-08 | L02-q4 | a | hard-word | hard-name | Rhea is kind of a hard name, I think. | applied | yes | no | applied on this topic only | no | no | |
| 559 | G3T07 | 2026-10-08 | L02-q4 | b | structure | tests-untaught | I just don't think we've fully taught it. | noted | yes | partly | review-lesson checklist line "a quiz tests only what the script carries" (1 Oct DIGEST); proposed sweep never built | no | yes | |
| 560 | G3T07 | 2026-10-08 | L02-q5 | a | vague-or-abstract-wording | cannot-picture-scenario | I cannot really visualize this scenario that's been described here. | applied | yes | no | applied on this topic only | no | no | |
| 561 | G3T07 | 2026-10-08 | L02-q6 | a | question-fault | convoluted-stem | convoluted language and a confusing premise, remove | applied | yes | no | applied on this topic only | no | yes | |
| 562 | G3T07 | 2026-10-08 | L02-q7 | a | question-fault | convoluted-stem | The language should not be several times more complicated than the idea. | applied | yes | no | applied on this topic only | no | yes | |
| 563 | G3T07 | 2026-10-08 | L02-q9 | a | question-fault | counter-intuitive-scenario | This scenario also goes against my intuition. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 564 | G3T07 | 2026-10-08 | L02-q9 | b | drawing-or-picture | needs-picture | In general I think we should have images for nearly all of these things. | applied | yes | no | applied on this topic only | no | yes | |
| 565 | G3T07 | 2026-10-08 | L02-q10 | a | question-fault | counter-intuitive-scenario | Okay this would definitely make the kid fall over. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 566 | G3T07 | 2026-10-08 | L02-q10 | b | drawing-or-picture | needs-picture | images would be helpful. | applied | yes | no | applied on this topic only | no | yes | |
| 567 | G3T07 | 2026-10-08 | L03-script | a | drawing-or-picture | animation-physically-wrong | the ball should turn when the shoe taps it. | mediumish | applied | yes | partly | continuity / realism line in video briefs (29 Sep); no check on rendered videos | no | yes |
| 568 | G3T07 | 2026-10-08 | L03-script | b | drawing-or-picture | drawing-mismatch-text | Next it says his push turned the ball but there was no him there. | mediumish | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 569 | G3T07 | 2026-10-08 | L03-script | c | term-order | use-science-vocabulary | Again I think we need to have vocabulary by now for sure | mediumish | card | yes | partly | card A41 (8 Oct): name weight, the magnetic force, contact force; Topics 5-7 | no | yes |
| 570 | G3T07 | 2026-10-08 | L03-v1 | a | praise | praise-general | I like this question. It's more straightforward. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 571 | G3T07 | 2026-10-08 | L03-v1 | b | drawing-or-picture | drawing-unrecognisable | the shoe does not look like a shoe. It's a shape. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 572 | G3T07 | 2026-10-08 | L03-q1 | a | question-fault | two-right-answers | honestly either of these could be correct. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 573 | G3T07 | 2026-10-08 | L03-q2 | a | praise | praise-general | I like this straightforward question. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 574 | G3T07 | 2026-10-08 | L03-q2 | b | drawing-or-picture | needs-picture | I really think these need images. | applied | yes | no | applied on this topic only | no | yes | |
| 575 | G3T07 | 2026-10-08 | L03-q3 | a | drawing-or-picture | left-right-relative | Can we label left and right? I imagine a lot of kids are going to mix that up. | applied | yes | no | applied on this topic only | no | yes | |
| 576 | G3T07 | 2026-10-08 | L03-q3 | b | drawing-or-picture | drawing-unrecognisable | I don't know what's going on with these sticks. They're very weird-looking. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 577 | G3T07 | 2026-10-08 | L03-q5 | a | question-fault | answer-clue | there's a slight inference when you say, "In which direction does the ball go now?" that the direction has changed | low | applied | no | n/a | one-off point (this item or lesson) | no | no |
| 578 | G3T07 | 2026-10-08 | L03-q6 | a | drawing-or-picture | needs-picture | This is testing students' ability to visualize wind and understand right from left. This needs a drawing. | applied | yes | no | applied on this topic only | no | yes | |
| 579 | G3T07 | 2026-10-08 | L03-q7 | a | drawing-or-picture | needs-picture | Same as last question. | applied | yes | no | applied on this topic only | no | yes | |
| 580 | G3T07 | 2026-10-08 | L04-script | a | missing-example-or-non-example | forces-without-movement | It can make things move but it doesn't always. | high | card | yes | no | went to James as a card; not rolled out | no | yes |
| 581 | G3T07 | 2026-10-08 | L04-script | b | vague-or-abstract-wording | say-the-concrete-fact | You need to restate the whole thing: | high | applied | yes | no | applied on this topic only | no | yes |
| 582 | G3T07 | 2026-10-08 | L04-script | c | missing-example-or-non-example | more-examples-needed | I would also have a second or third example, with objects that don't change shape | high | applied | yes | no | applied on this topic only | no | yes |
| 583 | G3T07 | 2026-10-08 | L04-v1 | a | question-fault | bad-distractor | I think where it is is a partially correct answer | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 584 | G3T07 | 2026-10-08 | L04-q1 | a | question-fault | bad-distractor | you could say that a push does change how a pillow moves | applied | yes | no | applied on this topic only | no | yes | |
| 585 | G3T07 | 2026-10-08 | L04-q2 | a | question-fault | plain-direct-stem | A baker has a lump of dough. She pulls it and makes the dough longer. | applied | yes | no | applied on this topic only | no | yes | |
| 586 | G3T07 | 2026-10-08 | L04-q2 | b | vague-or-abstract-wording | name-the-thing | I would not just say "its shape." I would say "the dough shape." | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 587 | G3T07 | 2026-10-08 | L04-q3 | a | question-fault | bad-distractor | I don't know what "how it moves" means. | applied | yes | no | applied on this topic only | no | yes | |
| 588 | G3T07 | 2026-10-08 | L04-q4 | a | question-fault | bad-distractor | These need to be changed. It's essential. Just ask: Did his pull change the shape of the chair? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 589 | G3T07 | 2026-10-08 | L04-q5 | a | question-fault | plain-direct-stem | I would just have the same format for this too. Does her push change the shape of the snow? | applied | yes | no | applied on this topic only | no | yes | |
| 590 | G3T07 | 2026-10-08 | L04-q6 | a | question-fault | plain-direct-stem | All right same for all of them. I don't think I need to write it in every single one. | applied | yes | no | applied on this topic only | no | yes | |
| 591 | G3T07 | 2026-10-08 | L04-q8 | a | question-fault | two-right-answers | Is there more than one answer? | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 592 | G3T07 | 2026-10-08 | L04-q9 | a | question-fault | two-right-answers | I would change the wrong answers here | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 593 | G3T07 | 2026-10-08 | L04-q10 | a | question-fault | convoluted-stem | Convoluted language removal | applied | yes | no | applied on this topic only | no | yes | |
| 594 | G3T07 | 2026-10-08 | PR-q1 | a | vague-or-abstract-wording | name-the-thing | As a general comment, pronouns should be replaced with the object's name, usually. | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 595 | G3T07 | 2026-10-08 | PR-q1 | b | question-fault | two-right-answers | so there are two correct answers here. | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 596 | G3T07 | 2026-10-08 | PR-q2 | a | vague-or-abstract-wording | cannot-picture-scenario | This "wheels" object construction shows up frequently. I think it's a little confusing. | applied | yes | no | applied on this topic only | no | no | |
| 597 | G3T07 | 2026-10-08 | PR-q2 | b | vague-or-abstract-wording | name-the-thing | Again the it construction here is incorrect. That refers to pretty much all the questions like this on this page | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 598 | G3T07 | 2026-10-08 | PR-q3 | a | vague-or-abstract-wording | name-the-thing | Just for all of them, replace it with the object's name. | applied | yes | partly | sentence-atomise named-actor rule; read on stems, no mechanical sweep | no | yes | |
| 599 | G3T07 | 2026-10-08 | PR-q5 | a | question-fault | plain-direct-stem | This is a little confusing linguistically. | applied | yes | no | applied on this topic only | no | yes | |
| 600 | G3T07 | 2026-10-08 | PR-q6 | a | praise | praise-general | Good. This is straightforward. | noted | no | n/a | one-off point (this item or lesson) | no | no | |
| 601 | G3T07 | 2026-10-08 | PR-q7 | a | drawing-or-picture | needs-picture | This needs a diagram with labeled rate and loss. | applied | yes | no | applied on this topic only | no | yes | |
| 602 | G3T07 | 2026-10-08 | PR-q7 | b | structure | recognition-before-recall | Currently Here it's going from just answering multiple choice questions to having to generate a full answer | applied | yes | partly | 20 Patterns/A quiz climbs from recognition to production.md (29 Sep); checker S32 WARNs only on a typed item in a quiz's first third; she met it again in Topics 3, 5, 7 | no | yes | |
| 603 | G3T07 | 2026-10-08 | SUMMARY-script | a | structure | summary-grouping | putting the changes in movement together with the change in shape as a summary because it implies they're in the same category | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 604 | G3T07 | 2026-10-08 | SUMMARY-v1 | a | question-fault | bad-distractor | I would just have different answers that are more obviously wrong | applied | no | n/a | one-off point (this item or lesson) | no | no | |
| 605 | G3T07 | 2026-10-08 | SUMMARY-v2 | a | question-fault | bad-distractor | how the clay moves is not a good answer. | applied | yes | no | applied on this topic only | no | yes | |
| 606 | G3T07 | 2026-10-08 | PP-q1 | a | other | says-it-again | I'm going to wait till they make changes to review this. Because again I feel like I'm just going to be saying all the same things. | noted | yes | no | not changed (noted) | no | yes |
Skill: course-build → write-like-james → review-page @ d3e7acc · built 9 October 2026 by build_tools_olivia_themes.py from reviews/olivia/THEMES_2026-10-09.csv