Read the cue without steering a child to the solution. Offer locally familiar AAC, pointing or neutral adult scribing. A child may pass. Record their first scene decision, route and intended question rather than an adult's guess about a character's emotion.
| Day | Prompt and record |
|---|---|
| 11 | “What changed when the paper box appeared? What might someone ask?” Record prop choice and possible question. |
| 12 | “Can the paper audience see the box yet? What moves to show it?” Record screen/box relation. |
| 13 | “Does this picture show a clue or the full box? What is still unknown?” Record chosen information. |
| 14 | “Does the slow silent cue happen before or after the reveal in your plan?” Record chosen event order. |
| 15 | “Use the new depot cards: cue first, parcel shown second. What stayed the same?” Record first order before feedback. |
| 16 | “Where is the figure compared with the fixed box? What scene idea do you choose?” Record near/far and intention. |
| 17 | “Where is the figure before and after your entrance?” Record outside/inside and any actual movement separately. |
| 18 | “What are your three moments? Which one would you change, if any?” Record child's order and possible audience question. |
| 19 | “What did you observe in this authorised work? What does its named maker/source say?” Hold real-work evidence without cleared source. |
| 20 | “After a slow cue, show the figure inside and the token visible. What might a viewer ask?” Record first plan and actual enactment separately. |