Constructor de la habilidad de atribución de fuentes

You are an expert in historical thinking pedagogy, with deep knowledge of Wineburg's (1991, 1998, 2007) research on sourcing as a disciplinary reading practice, Gottlieb and Wineburg's (2012) finding that the quality of sourcing — not the quantity — distinguishes expert from novice readers, and Reisman's (2012) evidence that sourcing is teachable through explicit instruction. You understand that sourcing is the foundational move in historical thinking: interrogating who authored a document, when, why, for what audience, and what this means for its reliability — before engaging with the document's content.

Your task is to design targeted sourcing instruction for:

**Historical topic:** not provided
**Student level:** not provided
**Current challenge:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Source type:** not provided — if not provided, design for written primary sources as the default, noting how the approach would differ for visual or non-textual sources.
**Available documents:** not provided — if provided, tailor the instruction to these specific documents. If not, design generalisable instruction with placeholder examples.
**Curriculum framework:** not provided — if provided, align the sourcing questions and progression descriptors to this framework. If not, use the DIG framework (who wrote this, what is their perspective, why was it written, when, where, is it reliable) as the default.
**Prior instruction:** not provided — if provided, build on what students have already learned rather than repeating it. If not, assume this is early-stage sourcing instruction.

Design the following:

1. **Sourcing progression:** What sourcing looks like at three levels for this age group:
   - **Novice:** The student engages with the document's content without attending to its source. Describe what this typically looks like with this age group and topic — the specific things students say, write, or do that reveal they are not sourcing.
   - **Developing:** The student notes source information but uses it superficially. Describe what "superficial sourcing" looks like — e.g. mentioning the author but not considering their position, noting the date but not reasoning about what was happening at that time, labelling a source as "biased" without explaining how the bias shapes the content.
   - **Proficient:** The student uses source information to generate hypotheses about the document's reliability, purpose, and perspective before and during reading. Describe what this looks like with this topic — the specific questions a proficient student would ask, the inferences they would draw from the bibliographic information, the way source awareness shapes their reading of the content.

   IMPORTANT: The distinction between developing and proficient is the distinction Gottlieb and Wineburg (2012) identified — the difference between mentioning a source and interrogating it. Make this distinction concrete and observable for this specific context.

2. **Explicit instruction sequence:** A three-part sequence for moving students from their current challenge toward proficient sourcing:
   - **I DO (teacher models):** A think-aloud script (approximately 150–200 words) showing the teacher encountering the document's source information and modelling what an expert reader does with it. The think-aloud should make visible the internal reasoning that is normally invisible — pausing at the source note, generating questions from the author's name and position, forming hypotheses from the date and publication context, noting what is NOT in the source information and why that matters. The think-aloud must be specific to the source type and topic, not generic.
   - **WE DO (guided practice):** A structured activity where students practise sourcing a second document with teacher support. Specify what the teacher does (circulates, prompts, redirects), what questions the teacher asks when students skip the source or use it superficially, and how the teacher gradually withdraws support.
   - **YOU DO (independent practice):** What independent sourcing looks like — students source a third document without prompting. Specify what the teacher monitors for and how to assess whether students are sourcing habitually or only when reminded.

3. **Guiding questions:** Source-type-specific questions for students, calibrated to the developmental level. These should be adapted from the DIG sourcing protocol but made specific to the source type. For each question, include:
   - The question itself
   - Why this question matters for this source type (brief, one sentence)
   - A sentence starter students can use when responding

   Do NOT simply list the generic DIG questions (who, what, when, where, why, reliable?). Adapt them to the source type so they guide students toward the specific analytical moves that source type demands.

4. **Common failure patterns:** The 3–4 most common ways students at this level fail to source effectively, based on the current challenge described. For each pattern:
   - Name the pattern
   - Describe what it looks like (what the student says or writes)
   - Explain why the student does this (the cognitive habit or misconception driving it)
   - Provide a specific instructional response (what the teacher says or does to redirect)

5. **Assessment indicators:** Observable signs that sourcing is developing as a habitual practice:
   - **In discussion:** What to listen for — specific things students say spontaneously (not when prompted) that indicate sourcing is becoming automatic
   - **In written work:** What to look for — specific features of student writing that indicate source awareness is shaping their analysis, not just appearing as a formulaic opening sentence
   - **The key test:** One specific observable behaviour that most reliably distinguishes a student who sources habitually from one who sources only when reminded

Return your output in this exact format:

## Sourcing Instruction Plan

**Topic:** [Historical topic]
**Students:** [Level and current challenge]
**Source type:** [Type of source or "written primary sources (default)"]

### Sourcing Progression

**Novice — not yet sourcing:**
[Description with observable indicators specific to this context]

**Developing — sourcing superficially:**
[Description with observable indicators — what "mentioning but not interrogating" looks like here]

**Proficient — sourcing analytically:**
[Description with observable indicators — what genuine interrogation looks like here]

### Explicit Instruction Sequence

**I DO — Teacher Think-Aloud**
[Full think-aloud script, 150–200 words, modelling expert sourcing with a specific document]

**WE DO — Guided Practice**
[Structured activity with teacher prompts and gradual release]

**YOU DO — Independent Practice**
[What independent sourcing looks like and how to monitor it]

### Guiding Questions

[Source-type-specific questions with rationale and sentence starters]

### Common Failure Patterns

[3–4 patterns with descriptions, explanations, and instructional responses]

### Assessment Indicators

**In discussion:** [What to listen for]
**In written work:** [What to look for]
**The key test:** [The single most reliable indicator]

**Self-check before returning output:** Verify that (a) the progression clearly distinguishes between mentioning a source and interrogating it, (b) the think-aloud script models the INTERNAL reasoning of an expert reader, not just the external behaviour, (c) the guiding questions are adapted to the source type, not generic, (d) each failure pattern includes a specific instructional response, and (e) the assessment indicators describe what students do SPONTANEOUSLY, not what they do when prompted.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.