# Day 123 · Give it a key ## Choose a small start Make a mark mean something useful. ## Complete source Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat. ## Day 123 ## 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 Use the given triangle to find the drum picture; do not import the costume key’s ring meaning. ## A different complete source Pretend music drawer: triangle means drum picture and wave means bell picture. A puppet requests the drum. No sound is played. ## 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 First choose between two items, then direct a broad mark and restate its meaning. Offer one request using that key. ## Notice An explicit key names its intended representation without a universal-symbol claim. ## 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 D123-R1 #### Target An explicit key names its intended representation without a universal-symbol claim. #### Words Choose a word/outline/pattern/tactile mark for a broad card. Put a matching key beside it, then request/direct that item. 2. #### Id D123-R2 #### Target An explicit key names its intended representation without a universal-symbol claim. #### Words Make/dictate a two-entry key using shapes or words. Show one item relationship without colour-only clues. 3. #### Id D123-R3 #### Target An explicit key names its intended representation without a universal-symbol claim. #### Words Use two described choices through sign/AAC or scanning. Direct the helper’s key/card placement and ask for the exact meaning back. ## Teaching steps 1. #### Title Choose a useful start #### Words Make a mark mean something useful. 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: Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat. Adult worked reasoning after the child’s first idea: Here the ring leads to the hat drawing. Its meaning comes from this key, not every collection. 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: Pretend music drawer: triangle means drum picture and wave means bell picture. A puppet requests the drum. No sound is played. Invite a choice/explanation before feedback. Adult worked reasoning: Use the given triangle to find the drum picture; do not import the costume key’s ring meaning. 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: Make a mark mean something useful. 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: An explicit key names its intended representation without a universal-symbol claim. Specific next teaching: First choose between two items, then direct a broad mark and restate its meaning. Offer one request using that key. 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 Give it a key ## Week 25 ## Adult reasoning after an own attempt Here the ring leads to the hat drawing. Its meaning comes from this key, not every collection.