Use one if useful, after the core lesson. Days 155/160 follow the separate fresh check. These are practice, not ten extra assessments or a demand to finish everything. Adult reads the language; child chooses the response mode. Each pair gives different life domains but the same English target. Keep first evidence and adult help separate.
| Day | Worked swap A | Worked swap B | Look for / next move |
|---|---|---|---|
| 151 | Toy hospital: adult tells a three-line fiction about a bandage; a sign says where a paper bandage goes; paper screen offers “need help / finished” then Next. Answer: story tells an event, sign directs, mock screen offers a choice. | Train model: a character story, an instruction sign for paper tickets, and a two-frame paper help screen. Answer: a screen frame can move after Next; the fixed sign cannot. | Child names each form's purpose and a clue. If forms blur, cover all but one and ask its audience. |
| 152 | Community library model: broad cover, page showing misplaced card, page asking, page returning. Answer: asking is the middle action, return is the ending; repair is unknown. | Pretend pet story: cover, character notices an empty cardboard bowl, asks adult, receives a paper food label. Answer: the ending is receiving a label, not proof an animal ate food. | Child orders events with evidence, not a likely imagined ending. Use fewer broad pages if needed. |
| 153 | Sports equipment: picture shows a ball and large return tub; words say “After the game, put paper balls in this tub.” Answer: picture locates, words say when. | Art display: picture shows paper frame and clip; words say “Ask before moving the display.” Answer: image does not contain the asking rule. | Cover image, then words; name the information lost each time. Read alt description aloud for text-only access. |
| 154 | Museum model: paper Frame 1 offers “see picture / hear text”; Frame 2 gives the same exhibit caption. Answer: labelled choice and Next/Back provide navigation; paper does not play sound. | School-garden model: paper Frame 1 offers “look at seed / look at leaf”; Frame 2 shows a teacher-written observation. Answer: the interface cannot know a real plant was seen. | Child directs Next and Back and gives a source-bounded comparison to a fixed sign. No device or real garden required. |
| 155 | After check only, costume box: make a three-page adult story, one return sign and two paper screen frames; ask which supplies a character's reason. Answer: story, if it states one. | After check only, repair table: compare word instruction to drawn arrow; ask whether a picture alone says “tell an adult”. Answer: no. | Use new objects; never reteach with the held-out source during the first record. |
| 156 | Market model: fictional Jo has six large paper bag shapes, moves two to a shelf, four stay. Answer: Jo / six / moved two / four. | Road-work model: fictional Ava has six broad paper cones, moves two onto a drawing, four stay. Answer: Ava / six / moved two / four. | Child retells who/action/result accurately. Counting is checked separately with objects. |
| 157 | Book fair model: “Four price tags stayed” is stated; “a visitor bought them” is unknown. Answer: different evidence status. | Sport model: “Two paper bib cards were moved” is stated; “the next team wanted them” is unknown. Answer: source versus speculation. | Child gives a source clue. If confident guess persists, use TEXT SAYS / WONDER cards. |
| 158 | Toy zoo labels: fictional four broad labels plus one new label make five; later use remains unknown. Answer: first four, add one, five together. | Paper ferry tickets: fictional two tickets plus three drawn tickets make five. Answer: first two, add three, five together; it does not prove passengers arrived. | Child uses action word “added” and asks a checkable later question without inventing an event. |
| 159 | Book displays: “Two labels were moved.” Edit “it moved” to name the two labels. Answer: listener can identify what moved. | Maker cards: “Five were together.” Add a first sentence giving three then two, with adult-supplied spelling marked. Answer: two bounded ideas, each sentence stops. | Preserve the child's first and edited versions. A revised word should improve meaning, not just neatness. |
| 160 | After check only, parcel model: adult invents four broad envelopes plus one new envelope; child retells and leaves recipient unknown. Answer: four, one added, five. | After check only, puppet stage: adult invents five large paper stars, moves two behind a curtain; child retells and asks what is unknown. Answer: three visible; next user's choice unknown. | Use wholly different practice content after the held-out check. Model an unscored correction with a new source. |
Family option: One five-minute paper choice is enough. A parent can read an original short sign or event, ask “What tells you?” and accept speech, point or drawing. No new purchase, printer, device, photo, recording or account is required; families can decline. Original SubjectNest practice © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.