You may draw, tell, point, sign, use AAC, direct an adult or stay no-touch. A/B/C are not fixed learning styles; every route reaches the same Design goal. An adult checks and prepares all real materials and controls safety. If you direct an adult to fold or retrieve, record adult physical action and your design direction separately. If no approved try happens, use NOT TRIED. A fictional request has WAITING / NO ANSWER, never permission. Use the full text/tactile versions without a printer.
Day 81 · Both notes belong together
Shared target: Name a designed folder feature, reader and purpose.
- A · Draw: Add an outside name and an inside card place to the CLOSE/WIDE brief.
- B · Tell/AAC: Say “A person could make ___ so the new reader can find ___ and ___.”
- C · Direct: Ask an adult to describe CLOSE then WIDE; direct where two broad cards would be named in a folder plan.
Home: Tell a toy why one pretend picture might leave something unseen. No folder or picture is needed.
Day 82 · Side or top?
Shared target: Compare two untried opening ideas for a named reader.
- A · Draw: Mark where the SIDE FOLD and TOP FOLD would open and where a large label might go.
- B · Tell/AAC: Say one possible help and difficulty for each, then choose one to explore.
- C · Direct: Direct an adult to mime a side-opening and a top-opening large sheet; choose for a pretend seated reader.
Home: Tell a toy which side you might open first and why. No actual paper fold is asked for.
Day 83 · Two folder designs
Shared target: Give two distinct handoff ideas and a user-linked choice.
- A · Draw: Use handoff record for two opening/label/card-place ideas.
- B · Tell/AAC: Describe two designs; adult writes your exact words before asking your choice.
- C · Direct: Direct an adult to point to two different places for the requested WIDE card and say which a reader might find.
Home: Imagine two ways to keep pretend story notes together; talk or draw, no materials required.
Day 84 · Safe plan
Shared target: Sequence adult-gated large-paper steps, a reader question and a stop condition.
- A · Draw: Number four safe steps, then mark who checks the paper.
- B · Tell/AAC: Say the order, who would fold/insert if approved, and what the reader would be asked.
- C · Direct: Direct an adult to read each step and select plan-only if handling is unsuitable.
Home: Ask a toy what it would like to find in a folder. No home making or test.
Day 85 · Fresh first response
Shared target: Design two handoff ideas for a new picture pair and preserve what CLOSE cannot show.
- A · Draw: Show two different large-folder ideas on the new child page; choose one.
- B · Tell/AAC: Describe two designs and why one helps the named reader; adult transcribes exactly.
- C · Direct: Direct an adult where to point for two opening/label options, then state your own choice and unknown.
Home: After first response, invent another pretend two-picture pair and name one honest outside label.
Day 86 · Ask, then wait
Shared target: Separate a care request from the authorised person's missing answer.
- A · Draw: On care request brief, show a question place and leave SCHOOL CONTACT ANSWER blank.
- B · Tell/AAC: Say the request and reason, then “WAITING / NO ANSWER” until a real authorised reply.
- C · Direct: Direct an adult to point to question and blank answer in order; name who could fill the answer.
Home: Tell a toy why asking is different from being allowed. No real school request is assigned.
Day 87 · Make or plan a handoff
Shared target: Record who really folded/inserted and what a willing reader actually found, or NOT TRIED.
- A · Draw: Mark handoff record with actual handlers and exact reader action, or NOT TRIED.
- B · Tell/AAC: Say who folded, inserted and found which card; if no approved try, say what you would ask a reader later.
- C · Fold/direct: Only if approved, fold a broad sheet under adult supervision and insert two large practice cards, or direct an adult to do it. A spoken plan counts for design reasoning.
Home: Tell a toy what label might help a reader. Do not make or test a folder at home.
Day 88 · Revise from evidence or unknown
Shared target: Explain one design change from a real reader response or stated unknown.
- A · Draw: Change one large label, opening or card place on handoff record; show why.
- B · Tell/AAC: Finish “The reader did/has not tried , so I would .”
- C · Direct: Direct an adult to describe another opening/label and state what a later willing reader would need to try.
Home: Suggest one change to a pretend folder and ask how a reader could check it later.
Day 89 · A real designed handoff?
Shared target: Name an actual familiar designed feature/user only if a school-approved local source exists.
- A · Draw: On local source slot, mark the field you would need a real source for; do not invent one.
- B · Tell/AAC: Say who might design a folder/service and what observed feature would support that claim.
- C · Inspect/direct: If approved, inspect a real familiar item or ask an adult for an accurate description; log which route supplied the detail.
Home: Ask a toy who could design a way to pass a message. No family or workplace disclosure is needed.
Day 90 · Fresh request handoff
Shared target: Give two designs for a new unanswered request with safe steps and honest status.
- A · Draw: Show two different large-folder plans and keep the answer space blank.
- B · Tell/AAC: Explain two ideas, your choice, who controls permission and what remains unknown.
- C · Direct/plan: Direct an adult where the question and blank reply would be; only locally approved practice handling can produce a real material result.
Home: After first response, invent a different question a pretend class could ask. No actual action follows from it.