# A tiny choice at home, if it helps

These are not homework. No family needs to buy, print, film, upload, move, perform or send evidence. A conversation or imaginary paper plan can be enough. Use a familiar reachable setup and locally appropriate supervision; choose comfortable movement only when wanted and safely appropriate. Stop/change route freely. Never turn a paper action into a prescribed reach/jump/spin. Any language/AAC/sign/pointing can support choices; assessed translations require review. No diagnostic or learning-style labels needed.

| Day | Optional 2–4 minute choice | A simple question |
| --- | --- | --- |
| 31 | Draw two broad marks for two own ideas, or tell an adult their meanings. | “What could each remind you of?” |
| 32 | Put two marks in an order and add a separate finish line. | “Which is first, and how do we know it's over?” |
| 33 | Place one two-mark bit twice, or choose it only once for your own work. | “What is the whole bit that returns?” |
| 34 | Add a pause in a paper plan, or choose no pause. | “Can something happen after this rest?” |
| 35 | After the teacher's check, use unrelated X/Y marks to show a whole repeating bit. | “Where is the same pair again?” |
| 36 | Compare two paper plans with the same opening and a different last mark. | “Which part changed?” |
| 37 | If accessible, read Little Hello's exact source/purpose, then imagine your own purpose. | “What would yours be for?” |
| 38 | Keep a plan private, or ask one willing family member to see it. | “Would you like to share or keep it?” |
| 39 | Keep a plan or change one thing and date both versions. | “What did you choose, and why?” |
| 40 | After fresh capture, plan a tiny opener for a personal drawing with unrelated marks. | “What is your idea, and what is still only planned?” |

Do not rehearse fresh checks or expect families to clear sound, safety, cultural authority or formal curriculum alignment. Useful classroom evidence comes from actual approved records, not fictional worked reports or assumed home activity.