Switch routes any time. These are choices for the task, not fixed learning styles or diagnosis prescriptions. Read labels neutrally; provide first/next/finish, a quiet/private space, rest/pass, broad stable spacing and a known communication route. No colour-only, fast reading, cutting, hand motion, touch, sound, screen or performance requirement. Exact descriptions can be spoken, signed, AAC or child-directed scribing. A described unmade object row is a plan; actual adult construction records adult handling and child choices.
| Day / short invitation | Broad object/picture route | Exact description / sign / AAC route | Child directs a maker/reader route | Optional free home bridge |
|---|---|---|---|---|
| 31 · Tell our puppet what comes next. | Place Source A's broad props and corresponding pictures in three stable positions. | State each item/position and its picture equivalent; adult reads back without choosing. | Direct an adult to construct both rows, checking each position. | Label three broad paper pieces with an adult; describe a tiny pretend show. |
| 32 · Give the reader your key. | Pair each Key 1 symbol with its exact meaning, then build A. | Name the three symbols and their meanings from the read-aloud key. | Direct symbol placement and put Key 1 beside the row. | Tell an adult what an invented circle means today; do not call it a universal sign. |
| 33 · Can a reader get our message? | Show A and Key 1 to a willing reader or labelled practice role. | Hear an exact read-back, then state match/difference to A. | Direct a reader to find the key and compare each position. | Privately test two labelled toy-message cards with a willing adult. |
| 34 · Which category can be about you? | Select empty own-data category cards; do not fill them. | Say/sign which category would hold their data and why, without a value. | Direct an adult to separate own-data categories and invented key, retaining empty fields. | Compare an empty MY DRAWING label with a made-up toy sign; no family photo needed. |
| 35 · A new card show. | Use fresh broad ring/flag/finish props, pictures and Card Show key. | Describe the same forms and one exact correspondence independently. | Direct neutral placement of fresh forms; scribe follows each first choice. | After capture only: invent an unrelated two-item box message with an adult. |
| 36 · New key, same message. | Use A props to translate into Key 2 symbols. | Read both keys exactly and state A under Key 2. | Direct a maker to replace the symbol row while retaining the plain-data row. | Give a toy a new invented symbol key; keep the spoken message. |
| 37 · Show a moon instead. | Change the middle object/picture/symbol to the D item. | Identify two held positions and one changed position in exact words/AAC. | Direct a single-item revision in all three views, labelling A/D. | Use three broad labels; change only one pretend show item. |
| 38 · Use a tool, or use paper. | Use fixed paper options; approved actual device optional. | Read fixed choices and describe their inputs/outputs; device events recorded separately. | Direct approved controls or paper changes; record who operated and child exploration. | Ask what a familiar approved device is for without logging in or changing it. |
| 39 · Make your own tiny message. | Choose two/three allowed items, make three forms and attach chosen key. | Author exact data/order, representations and key; compare optional reader response. | Direct the physical display and optional reader; retain the child's decisions. | Make a silent tabletop toy show; let a willing adult read the keyed message. |
| 40 · Two new keys, one message. | Use fresh folded/open-card/sun props and both new keys. | State the two symbol rows and what stayed/changed using exact key wording. | Direct neutral placement and category selection; no coached translation. | After capture only: try a new pretend book-cover key with one held meaning. |
For tactile access, an educator may make broad fixed outlines and labelled raised marks with approved materials. Describe every shape and position if touch is unwanted. Familiar AAC can carry the same decisions; interpreting a home-language response needs a suitable person, not an invented translation. Any live reader or actual device event is recorded only if it happened. A quiet/private route does not reduce the child's worth or indicate a deficit.