# Day 122 · One thing, two ways ## Choose a small start Show one thing another way. ## Complete source Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip. ## Day 122 ## Where to begin Begin with one neutrally described item/key and wanted access if choices are unfamiliar. Prior sessions are options, not guaranteed mastery; add items or a real system turn only where suitable. ## Adult reasoning for the different source Distinguish broad model, drawing and given key without calling the drawing a moving vehicle. ## A different complete source Model workshop: a safe large cardboard wheel represents a wheel. A circle-with-spokes drawing represents that model. The zigzag key names the drawing. No vehicle is built. ## Materials Broad scrap paper/cards and thick pencil or wanted faithful helper. Adult checks safe materials and approved device access. No small loose parts, cutting, food, purchase, printer, photo, account or outdoor visit required. ## Next teaching Place one safe broad model beside its drawing and invite a distinction through wanted access. If no object is available, keep the work labelled picture exploration. ## Notice A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. ## Parent offer Read the complete source above and offer the short child start. One card or one wanted direction is enough. Let the child choose their own job/key before using the worked reasoning. Use broad paper/drawing/usual communication or a faithful helper; devices are optional. If a real tool is used, name who chose and who operated, and keep only the result actually observed. Private/pass/rest/return are available. Keep a chosen own record if wanted, without identifiers or claims of progress from one task. ## Choose a route 1. #### Id D122-R1 #### Target A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. #### Words Explore a safe broad object and drawing, or their complete descriptions. Place the given key beside the drawing. No available object means no actual-object observation. 2. #### Id D122-R2 #### Target A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. #### Words Draw/dictate a new representation of a safe familiar item and give it a chosen mark. Artistic realism is not required; indicate the intended link. 3. #### Id D122-R3 #### Target A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. #### Words Ask for neutral descriptions/tactile outlines and use usual communication to distinguish model/picture/key. Direct any helper handling. ## Teaching steps 1. #### Title Choose a useful start #### Words Show one thing another way. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required. 2. #### Title Model one meaningful link #### Words Complete source: Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip. Adult worked reasoning after the child’s first idea: The object, its picture and its given symbol have related meanings but are not the same physical thing. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. 3. #### Title Use a different whole source together #### Words Complete different guided source: Model workshop: a safe large cardboard wheel represents a wheel. A circle-with-spokes drawing represents that model. The zigzag key names the drawing. No vehicle is built. Invite a choice/explanation before feedback. Adult worked reasoning: Distinguish broad model, drawing and given key without calling the drawing a moving vehicle. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. 4. #### Title Choose a route with the same purpose #### Words Use one of the three complete routes below and switch whenever useful. A helper handles locally safe materials/equipment exactly as directed and reads neutrally. Record content help and actual operator. Paper and observation remain participation without becoming running software or independent child operation. 5. #### Title Make or direct an own contribution #### Words Child start: Show one thing another way. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required. 6. #### Title Notice and respond with teaching #### Words Specific observation target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. Specific next teaching: Place one safe broad model beside its drawing and invite a distinction through wanted access. If no object is available, keep the work labelled picture exploration. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional. ## Time Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion. ## Title One thing, two ways ## Week 25 ## Adult reasoning after an own attempt The object, its picture and its given symbol have related meanings but are not the same physical thing.