These are practice alternatives, not extra requirements or held-check sources. Each applies the day's source skill to a clearly invented, safe everyday context. Read the claim and worked response first, then invite a different child response. No real child, family, shop, transport service or school result is described.
| Day | Worked swap 1 | Worked swap 2 |
|---|---|---|
| 21 | Paper library: a drawing labels a red rack. Question: “What colour is the rack?” Answer: red. “Was it used today?” remains unknown. | Pretend picnic sheet: a drawing labels a wide cup circle. Question: “What shape is labelled?” Answer: circle. “Did anyone drink?” remains unknown. |
| 22 | Toy clinic: a picture shows a broad bench; a notice says “Place paper forms on bench.” The bench is drawn, the direction is written, and actual placement is unknown. | Stage corner: a sketch shows a big curtain; a note asks actors to return cloth cards. Sort curtain as drawn feature, note as instruction, return as unknown. |
| 23 | Art wall: one drawing puts a frame left, paper roll centre, wide tray right. A correct model keeps that order and says “drawing,” not “real wall.” | Make-believe market: a picture puts sign left, mat centre, table right. Narrate the page-relative order without assuming an entrance or actual stall. |
| 24 | Reading corner: invented Sol likes a yellow cushion; invented Pax likes a tall book picture. Attribute each, then say other visitors' views are unknown. | Community mural sketch: invented Wai likes the blue arc; invented Vic likes the green square. Two opinions do not show what a whole community likes. |
| 25 | After Check A only — puppet poster: a new picture labels a broad star, a note asks for a folder, and invented Ned likes the border. Drawing, instruction and view remain different source types. | After Check A only — paper garden sign: a sketch labels a bench, a written prompt asks for large cards, and invented Rae prefers a shape. None proves an action happened. |
| 26 | Fictional bus-stop card: to ask what colour a drawn bench is, use the drawing; to ask whether anyone sat, mark unknown. No transport use is claimed. | Paper bakery board: to ask where a fictional sign says labels go, use the notice; to ask whether they were put there, seek an observation. No food handling occurs. |
| 27 | Museum table sketch: “Could put broad cards in the labelled slot” is a proposal supported by a fictional label. “All visitors found cards” is an unshown effect. | Toy theatre: “Could leave a clear paper line for labels” is a plan. “The line made everyone safer” needs a real approved source and cannot be concluded from a drawing. |
| 28 | Invented sports poster: Jo likes its large numeral; Eli likes the colour band. Neither says the other feature is disliked, and no athlete result is given. | Paper planet display: Kim likes the round shape; Dev likes the word label. Attribute both without claiming which all readers prefer. |
| 29 | Pretend animal-card shelf: Source A draws two broad shelves; Source B asks for cards on the lower shelf. A two-source account may say what is drawn and asked, not what was done or any animal fact. | Fictional repair desk: Source A draws a wide tray; Source C's invented speaker likes its label. Narrate both and ask whether the real design worked; no test source is supplied. |
| 30 | After Check B only — kite-board practice: a drawing has a square and one broad hook; invented Ana wishes for another hook. Her wish does not create a hook. | After Check B only — toy-film card: a drawing has one caption strip; a note asks for large labels and invented Rui wants a second strip. The source does not show a second strip or a result. |
Teacher move: if a child imports a swap's answer into a fresh check, return them to the fresh source and ask, “Which words or marks on this card tell you?”