Adult reads each rich prompt and the linked original source. These are choices of activity and access, not labels for a child's learning style. Each day's three routes target the same goal; point, sign, AAC, speech, broad tactile cards, drawing and child-directed adult placement all count for meaning. Optional Child print comes from a narrow previously used pool and is shown only after individual taught-point review. Day 185/190 cards are after the fresh check.
Day 181
- Pretend library: Ask which label group in A has most paper cards; point to a row for the answer and name a question the row cannot answer. Child print: “i can see it”
- Toy garden: Use B's four questions to sort source-answerable from needs-more; say why a paper tray cannot show a child's favourite. Child print: “a mat”
- Paper game: Direct an adult to read the three groups, make one count question, and leave “best” open until a purpose is named. Child print: “it is on a mat”
Day 182
- Paper map: Count A's square symbols one at a time and say what a symbol stands for. Child print: “a map”
- Pretend shop: Use broad paper counters to recreate the triangle row exactly, then cite its printed label and count. Child print: “i can see”
- Game box: Hear A's linear description, direct an adult to place one token per card and check one group against the source. Child print: “it is red”
Day 183
- Museum label: Make one comparison from A's counts and put a preference claim under NOT SHOWN. Child print: “a red cap”
- Paper-cafe menu: Tell a pretend customer how many more circle than triangle cards are drawn; explain why that is not the most liked shape. Child print: “i can see it”
- Toy-garden sign: Choose two labelled rows, compare their counts and say one question these rows leave unanswered. Child print: “a mat”
Day 184
- Library index: Dictate a question, source row and answer with clue from A; ask a consenting listener what they understood and edit if needed. Child print: “a map”
- Toy-garden paper label: Point or AAC-select five report fields and direct an adult to scribe your exact words, including an unknown. Child print: “i can see”
- Game-box inventory: Draw one-symbol-per-card groups, then say a short caption that cites A without claiming a child's likes. Child print: “it is on a mat”
Day 185 · after your check
- Toy kitchen: Draw a new paper-only group of three broad plates and two cups; ask and answer one count question about your own model. Child print: “a cup”
- Paper mailbox: Make two invented stamp groups, count one per drawn stamp, and say what a picture cannot tell about people's choices. Child print: “i can see it”
- Storybook shelf: Dictate a source-bounded question/answer about four drawn books and one drawn box; leave real readers' likes unknown. Child print: “a red cap”
Day 186
- Paper garden sign: Name one feature of mock drawing C and mark “real plant grew” as an imagined claim. Child print: “i can see”
- Picture-book note: Direct an adult to count A/B leaf outlines with broad tokens; tell what the page does not show. Child print: “a mat”
- Art gallery caption: Choose a phrase that begins “Drawing B shows…” and keep actual school plants out of the caption. Child print: “it is red”
Day 187
- Paper seed chart: Ask what a dated same-plant record would need before saying growth happened; a plan alone is enough here. Child print: “i can see it”
- Library plant page: Put C under mock-source and a possible school-approved viewing plan under future evidence; do not report a visit. Child print: “a map”
- Safe viewing plan: Direct an adult to fill date, actual object and visible detail fields for a future no-touch observation, or choose the paper route. Child print: “it is on a mat”
Day 188
- Museum sketch: Compare C's two mock drawings by leaf-outline count without calling A “before”. Child print: “i can see”
- Paper window display: Place two and three broad oval tokens in separately labelled groups and dictate a precise comparison plus an unknown. Child print: “a red mat”
- Fictional notebook: Write or direct an adult to write “Drawing B shows one more oval outline” and name evidence needed for real growth. Child print: “it is red”
Day 189
- Paper garden caption: Edit D's first claim into a sentence about C's drawing only; keep first and revised words. Child print: “i can see it”
- Library display: Use five edit-mat fields to separate source and claim, then ask a chosen listener what the revised line means. Child print: “a map”
- Invented science picture: Make your own mock leaf-outline picture and a caption about its marks, not a real organism. Child print: “a mat”
Day 190 · after your check
- Paper weather icons: Draw two invented cloud pictures, one with one line and one with three; describe the drawings without claiming actual rain. Child print: “i can see”
- Toy-road maps: Compare two invented paper road maps and edit “a car drove there” into “the second map draws a car there”. Child print: “a map”
- Book-cover sketches: Ask which of two fictional covers shows more stars; leave which book is popular unknown. Child print: “it is red”
Teacher print note: Adult reads any untaught word; a child can still show meaning. Picture and context never substitute for decoding a printed word. A child may decline touch or public speech and can complete all targets privately. Original SubjectNest learner choices © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.