Use these worked teacher examples after the day's first child idea. Each left and right example changes the user, setting or access route while preserving the Design target. They are invented situations, not observed material results or mandatory home tasks. Read a pair and ask, “What would this particular person need?” Keep the fresh checks separate.
| Day | Worked example one | Worked example two |
|---|---|---|
| 71 | Story-circle turn: A pretend storyteller wants a broad place to point when the next person may add one sentence. A maker labels the place for the teller; no sound is needed. | Garden-club turn: A pretend pair taking turns naming plants wants an optional gentle table cue. A maker asks whether pointing might be more comfortable before proposing a pad. |
| 72 | Library corner: A fictional quiet-reading pair considers broad card for a visible cue mark; they still ask whether its actual surface is approved and comfortable. | Sports team bench: A fictional score helper considers clean broad cloth for a gentle cue but asks the willing partner what they actually notice; “soft” is not a universal sound result. |
| 73 | Cooking-show role play: One idea is a broad card with a large arrow, another a cloth pad with a separate large label; the pretend host chooses the visible arrow for their stated need. No food is used. | Bus-stop game: One idea has a broad cue area at the left, the other at the right with a high-contrast label; the pretend passenger chooses where they can locate it. No actual transport information is supplied. |
| 74 | Drama rehearsal: Adult checks a clear table, child proposes one gentle action, willing actor agrees a stop signal, then exact feedback would be recorded; if not approved, NOT TRIED. | Pet-care pretend play: Adult checks materials and allergy/access rules, child directs a visible no-sound cue, partner feedback remains unknown until actually asked; no animal is involved. |
| 75 | Classroom helper after-check: Once the first response is saved, a helper invents a large desk cue for a pretend partner and asks whether that partner wants sound or only a visual sign. | Home-language storytelling after-check: Once the first response is saved, a storyteller proposes two cue places and invites the pretend partner to choose the words or sign for a turn; no translation is asserted. |
| 76 | Art supply desk: A pretend adult wants an empty unbreakable pot base fully inside a broad dry pad; a drawn ring alone gives no physical result. | Market-play stall: A pretend adult needs a clear A/B label beside two empty containers; a label may help finding, but says nothing about which holds more. |
| 77 | Classroom sorting table: With actual school approval, adult places empty A then B separately; child records each visible base position, never a capacity or spill finding. Without a trial, both read NOT TRIED. | Reception counter role play: A child directs where a broad pad might go; adult physically handles any approved empty container; a child-directed placement is logged as adult vessel handling. |
| 78 | Seed-packet display: If a real dry base crosses a pad edge, a child proposes a wider boundary; a second try is needed to know whether it helps. No seeds are handled. | Toy repair desk: If placement was NOT TRIED, a child proposes a larger visible A/B label and asks whether a willing reader can find it; a proposed label is not a reading result. |
| 79 | Music-corner versus science bench: A pretend listener's report would answer a cue question; an adult-seen dry base would answer a separate landing question. Neither answers wet-use safety. | Community desk: A real school-approved familiar tabletop mat may be logged with date, permission and child-seen feature; if none exists, the fictional design stays a proposal. |
| 80 | Plant-pot display after-check: After first work, a pretend empty unbreakable pot display needs a broad dry boundary; a later adult placement could establish base position only. | Miniature theatre desk after-check: After first work, a pretend adult compares two empty prop containers one at a time on a proposed pad; a paper drawing leaves both positions NOT TRIED. |
Fast adjustment: A child who wants more challenge can compare two users' conflicting needs or specify one next observation. A child who needs less language can choose between two large shape outlines and point to user, purpose and unknown. These are support choices, not learner labels. Do not import held check names or fill in any actual test result from these fictional examples.