Send only if useful. A teacher can complete every task with the pack's fictional sources; no home object, device, purchase, printing, return, family disclosure, photo, translation or adult time is required. A carer can listen, point, sign, use a familiar spoken language or skip. Do not collect real child/family data in a public worksheet. These are optional conversations, not scored homework.
| Day | Optional 2–5 minute bridge |
|---|---|
| 91 | Look at the invented sign drawing together: “What marks can you see? Who drew it?” → “The drawing does not tell us who.” |
| 92 | Read Ivo's invented “I made” line or ask the teacher for its audio/linear reading; put the drawing fact and writer fact on two fingers. |
| 93 | Say “I hope this helps” versus “It helped everyone.” Ask which is a wish and which would need visitor evidence. |
| 94 | Play “copied or added?” with the invented B/C pair; a child may only point to the new “everyone” part. |
| 95 | Check day: offer a break or celebrate trying a new source question; do not coach the public check before first response. |
| 96 | Read Tala's invented note and put one finger up for one visitor; ask what it leaves unknown about others. |
| 97 | Ask the teacher's question “What shape is shown?” and choose the drawing; for “Did everyone find it?” choose NOT TOLD. |
| 98 | Dictate a tiny fictional label for the sign: “A shows ; Ivo says .” Leave a question mark for visitors. |
| 99 | A child may teach a willing carer one fiction-source detail; private silence or no home share is equally fine. |
| 100 | Final check day: ask a child which source-reading move they enjoyed using; do not ask them to reproduce test answers. |