# Clean child cards · three switchable routes per day

These are invented paper things and empty placeholders. Choose A, B or C and switch at any time; these are **not fixed learning styles or ability groups**. You can point, move a broad token, sign, use AAC, draw, speak or direct an adult to move/write what you choose. You never need to say or type your own name, show your face, record your voice, upload a file, make an account or use a device. The paper route completes the data task. A teacher can record digital-system exploration only if you actually use an approved device and show what its parts do.

## Day 1 · Three ways to show the Shelf Set

The pretend list is BOOK, BOOK, CUP. Show the same three entries with three broad object tokens, three simple pictures and B B C symbols.

- **A · Move:** place three large tokens in the source order, then match picture and letter cards.
- **B · Draw:** move three broad tokens first, then draw two book outlines/one cup and mark B B C.
- **C · Direct:** tell an adult where each physical token, picture card and symbol belongs; check their moves against the source.

**Shared target:** one invented set represented as objects, pictures and symbols. **Home:** use three broad scrap-paper tokens and draw a different pretend two/one set; no device or purchase.

## Day 2 · Same data, different look

Compare the three forms. Which category has two entries in all of them?

- **A · Pair:** pair each physical token with its picture and B/C symbol.
- **B · Mark:** draw lines across the three forms; circle the first mismatch in a deliberately wrong B C C row.
- **C · Adult reader:** direct an adult to reread each source entry and correct a broad-card copy.

**Shared target:** check the category and count remain the same across forms. **Home:** ask a paper puppet whether changing a drawing to a letter changes how many entries there were.

## Day 3 · A system for a purpose

The paper card shows a keyboard, screen and offline app. On paper, switch the fictional list from pictures to B B C; a real approved device is optional.

- **A · Paper cards:** move picture cards into the matching symbol row and point to the source each came from.
- **B · Draw/describe:** draw two views, then name or point to input, display and software on the printed diagram.
- **C · Adult mover / approved device:** direct paper moves; if school-approved and chosen, use a real keyboard/touch input to change the offline view and show what hardware/software served the purpose.

**Shared target:** explain the representation change and intended digital purpose. **Evidence:** paper only does not show actual digital-system exploration. **Home:** paper route is enough; no device needed.

## Day 4 · An empty box can stand for my data

The MY NAME, MY FACE PHOTO and MY VOICE RECORDING cards are empty. The PLAIN SQUARE ICON is not about a person.

- **A · Broad sort:** show BOOK, BOOK, CUP with three broad physical tokens, matching picture cards and B B C; then place one empty MY card under “could be personal if filled”.
- **B · Draw and mark:** move three broad physical tokens first; draw two BOOK outlines and one CUP outline, mark B B C, then put a question mark beside one empty MY placeholder.
- **C · Private direction:** direct an adult to place the physical tokens, pictures and B B C against the source; point, sign or use AAC to say which **category**, not which value, could be about you.

**Shared target:** represent neutral things and identify an own-data category without disclosure. **Home:** no home-data search; point to a blank paper label and say why it can stay blank.

## Day 5 · New paper check, then another story

Your teacher gives [Check A](STUDENT-CHECKS.md) with a new pretend set and an empty data card. Keep your first answer before feedback.

- **A · Large pieces:** move three physical tokens, then align matching picture/symbol cards and choose the empty personal-data category.
- **B · Draw:** move the tokens first, then draw and mark three matching pictures/symbols; point to the personal placeholder.
- **C · Direct:** direct an adult's broad tokens/cards and privately choose the category without saying a real value.

**Shared target:** new object/picture/symbol representation and a personal-data category. **After-check practice only:** pretend BAG, BAG, PEN becomes two bag objects/one pen object, two bag pictures/one pen picture, B B P. **Home:** use that different invented set if wanted; no response needs returning.

## Day 6 · Picture and symbol sign

The original sign bank pairs BOOK/book/B, CUP/cup/C and MAT/rectangle/M. Make a different thick mark/letter pair for a neutral pretend place.

- **A · Pair:** place picture and letter cards beside the same source word.
- **B · Draw/dictate:** create one large distinct outline and an agreed symbol, then point to the source row.
- **C · Adult scribe:** tell an adult exactly which outline and symbol to make; correct any mismatch.

**Shared target:** one category represented by matching picture and symbol. **Home:** make a large paper sign for a pretend BOOK spot, then tell a puppet what it is intended to mean.

## Day 7 · Switch again, check the data

Use the paper board or a locally approved offline device to show the invented Shelf Set as pictures, then symbols. What did the view change? What stayed?

- **A · Paper switch:** slide three broad cards between picture and symbol areas; state that the source list stayed BOOK, BOOK, CUP.
- **B · Mark/compare:** draw two rows and trace each source item to its new mark.
- **C · Adult mover / approved device:** direct paper moves; if an actual approved device is chosen, change views with accessible input and point/name its input, display and running app purpose.

**Shared target:** switch a representation without changing the data. **Evidence:** only actual digital interaction can show K01 exploration. **Home:** paper is a complete practice route.

## Day 8 · A category, never the value

Which empty cards **could** show your personal data if someone filled them? Which is a plain public icon?

- **A · Sort:** move broad MY NAME / MY FACE PHOTO / MY VOICE RECORDING placeholders and PLAIN SQUARE ICON without writing or recording anything.
- **B · Mark:** draw an empty box for a personal category and a square outline for neutral icon data.
- **C · Private point/AAC:** privately choose one could-be-personal category; an adult records only the category chosen.

**Shared target:** identify some data that could be personal and yours without giving its value. **Home:** no task to collect any real personal data.

## Day 9 · Make a neutral display

Make a pretend two-category display using object tokens, pictures and symbols. Keep MY NAME placeholder empty.

- **A · Large cards:** align two neutral source words with physical tokens, picture cards and letter symbols.
- **B · Draw/arrange:** arrange object tokens, draw the pictures and dictate symbols, then leave the personal box blank.
- **C · Adult mover:** direct all three representations and say why the MY placeholder is not filled in public practice.

**Shared target:** accurate neutral representation with personal values kept out. **Home:** draw a pretend BOOK/MAT display on scrap paper; no family photo or name.

## Day 10 · New source and category check

Your teacher gives [Check B](STUDENT-CHECKS.md) with a new pretend prop set. Represent it three ways; identify the empty photo placeholder without showing an actual photo.

- **A · Broad cards:** place object tokens, then matching pictures and symbols; point to the placeholder category.
- **B · Drawn record:** move tokens first, then draw/mark the two other views and the empty photo card.
- **C · Child-directed adult:** direct broad object/picture/symbol placements and privately state which category could be personal.

**Shared target:** source-linked representation and category-level privacy choice. **After-check practice only:** pretend MAT, PEN, PEN becomes M P P in source order, with physical tokens and pictures. **Home:** use that different fictional set, or skip; no upload or device needed.