# Twenty worked life-domain and interest swaps · two per day

Use these **after** the child's first idea. Each worked example preserves the Design goal while changing the user, domain or access. All situations are invented; any quoted reader reaction is a **possible question or next observation**, not an actual trial. The held check names/facts stay out of this routine practice.

| Day | Worked example one | Worked example two |
| --- | --- | --- |
| 91 | **Football replay notes:** A pretend coach has three complete play notes and one marked INTERRUPTED. A helper's big CHECK STATUS cue could stop an unfinished play being described as a scored result. The helper still needs an actual reader to test whether the cue helps. | **Library borrowing game:** A pretend librarian has a returned-book card and a blank return card. A question cue “Which card really has a return date?” helps name a missing fact; no real library record is supplied. |
| 92 | **Cooking-show role play:** A pretend host might like all three instructions on one large surface for a quick glance; a second host might prefer ASK, then CHECK, then TELL. The designer chooses provisionally for a named host and asks which source step they actually notice. No food is handled. | **Garden drawing desk:** A pretend viewer may scan one big page or three spaced prompts. The designer chooses spaced prompts for a reader who requests pauses, but must still ask that actual person whether the layout is useful. No living plant is observed. |
| 93 | **Bus timetable fiction:** Idea one is a spoken three-step check before saying a pretend bus time; idea two is a large card with a bold source-date warning. Choose the warning for a reader asking whether the timetable is current; no actual bus schedule is used. | **Toy-building journal:** Idea one puts “what we planned” before “what happened”; idea two starts with “what did the source record?” Choose the second for a listener who tends to mistake plans for results. Actual comprehension remains unknown. |
| 94 | **Drama rehearsal log:** Adult checks large paper, child plans a status cue, a willing listener later reads one fictional finished scene note, and exact use would be recorded. With no approval, the paper trial is NOT TRIED; no performance is required. | **Shared art table:** A child orders ask, check date/status, tell. A stop condition is that a pictured sample includes another child's name; adult must redact or return to fictional practice before any reader invitation. |
| 95 | **Space picture after-check:** After first assessment work, a pretend mission note has one completed observation and one halted recording. A new large CHECK cue can be proposed, but the missing result stays missing. No real space fact is asserted. | **Pet-care story after-check:** After first work, a fictional caregiver note says “not checked yet.” The child can propose an ASK cue for a pretend listener and explain that care advice cannot be inferred from an unfinished story note. No animal is present. |
| 96 | **Music score discussion:** Adult-prepared broad paper can carry ASK (“Which score?”), CHECK (“Was it shared?”), TELL (“What did the source show?”). A child may choose cue order, but a drawing does not prove music was heard or the cues were made. | **Market-play tally:** Three broad spoken headings can be planned without any paper. Child says where a pretend customer would check the tally source; physical making is NOT TRIED and no sales are claimed. |
| 97 | **Storytelling partner:** If a real willing partner uses the paper cues to point to a fictional interrupted story attempt, write their exact selection/words, not “everyone understood.” A quiet private pointing route is valid. | **Sports-card collector:** Without a willing reader, a child can rehearse asking “Which card has no result?” and plan a future check. Reader effect stays NOT TRIED even if the child speaks clearly. |
| 98 | **Museum label reader:** If a real reader skipped the source date, the designer might move CHECK SOURCE before TELL; a new try is needed before calling it clearer. A fictional museum record is not a real exhibit. | **Outdoor-weather pretend log:** If no reader has tried, a child might enlarge “INTERRUPTED” and ask a future user to find it. This is a proposed change, not a weather finding or accessibility success. |
| 99 | **Actual classroom folder:** Only if locally shown with permission, record date, child-seen cue feature and intended user. Otherwise a fictional folder can teach a question but not the familiar-product observation. | **Fictional community radio script:** A pretend broadcast cue “source first” illustrates a service idea. It is not evidence that any real community radio service uses it; a real source and permission would be needed. |
| 100 | **Number-card explanation after-check:** After first work, a fictional child explains “ten and four” with an actual pictured card; a designed CHECK cue asks whether the card is present before a listener repeats the claim. It does not score mathematics. | **Art-process talk after-check:** A pretend artist has two undated sketches. A guide can ask which source and what date is missing before talking about change; it cannot prove progress without authentic dated evidence. |

**Fast adaptation:** For a child ready for more, invite comparison of two listeners' needs or ask for one next evidence check. For a child who wants less language, offer three large heading choices and accept pointing/AAC to show user, feature and unknown. These are changeable routes, never permanent “styles.” Private real samples remain under local consent/storage rules.