# Twenty worked daily context swaps

These original examples offer other life-domain doorways into each day's source skill. They are **practice**, not compulsory homework and not the fresh check sources. All people, places and records below are invented; no real family/community practice, safety effect, access improvement or classroom event is inferred. Give the worked answer, then let a child solve a new similar paper case.

| Day | Worked swap 1 | Worked swap 2 |
| --- | --- | --- |
| 41 | **Toy vet room:** a drawing places paper bed left and bowl right. It answers “where on the drawing?” but cannot show a real animal clinic exists. | **Pretend market stall:** a sketch puts basket at centre. A question about actual shoppers needs a different source. |
| 42 | **Paper train station:** a model draws broad seat left, sign centre and window right. These three page positions form a record, not a safe route. | **Fictional cooking studio:** bowl left, tray centre, paper menu right; name the page source when describing it. |
| 43 | **Toy library:** “I would like a larger return arrow” is a request, not evidence an arrow was made. | **Pretend sports display:** “Could I have a low paper score card?” reveals one speaker's wish, not a completed access change. |
| 44 | **Imagined clinic:** one person asks for a picture card; another draws a dashed future card. Request plus plan still leaves placement unknown. | **Paper bus model:** rider asks for a broad label; maker plans it for tomorrow. Neither source says a passenger saw it. |
| 45 | **After Check A only — puppet workshop:** a request for a square tool label and a promise to make it do not show a completed label. | **After Check A only — model garden:** a drawing locates a paper pot; a plan to move it says nothing about what later happened. |
| 46 | **Fictional mini museum:** Day 1 request/plan precede Day 2 guide note. Name the guide; do not call it our own visit. | **Toy boat house:** a paper flag plan comes before one captain's invented later report; the report does not prove every plan detail. |
| 47 | **Pretend reading nook:** a note reports a large shelf label; it does not say anybody found books faster. | **Cardboard science shelf:** a visitor says they saw a new card, not that learners understood a science idea because of it. |
| 48 | **Paper music corner:** Sal likes looking at cue cards; Mo prefers the broad drawing. Two attributed views are not all musicians' views. | **Fictional play shop:** Lee likes the tray label; Pat likes looking at the window display. Pat did not necessarily oppose the label. |
| 49 | **Toy repair museum:** request for a diagram, plan to add one, later report of a diagram and visitor's view make a sourced story; actual ease of repair remains untested. | **Pretend astronomy kiosk:** sketch, wish, plan and note may tell a paper story, not a planet fact or proof a sign helped readers. |
| 50 | **After Check B only — paper postal desk:** a plan to move one envelope holder and a later claim it was moved do not measure whether posting improved. | **After Check B only — model art shelf:** one person likes a moved card and another prefers the prior grouping; two views are not a vote by everyone. |

If a child imports a practice answer into a fresh check, ask “Which exact words or shapes on *this new* source say that?” Collect first responses separately from post-feedback retries.