These are not permanent learning-style categories, ability tracks or diagnoses. A child can switch routes at any moment. Enlarged print, low-stimulation space, oral reading, captions, sign/AAC, a pointer, raised/removable features, a scribe and extra processing time may be offered across routes. The teacher records the child's own decision and the support used. For fresh checks, demonstrate the response mode on unrelated blanks only.
| Day | A · see/point/mark | B · hear/speak/sign/AAC | C · touch/move/direct an adult |
|---|---|---|---|
| 101 | Point to two A feature icons; place a question mark by the feeling A cannot tell. | Hear A; name two features and ask whether a visitor values one. | Feel broad table, round point and padded-seat outlines; put unknown-feeling token aside. |
| 102 | Mark two source-backed feature labels for a pretend guide. | Tell a visitor two facts from A and one unanswered question. | Move two raised feature cards to GUIDE and an EVERYONE card to NOT TOLD. |
| 103 | Underline “to me” in B and box NOT ASKED separately. | Say Emi's reason and speak a separate permission decision. | Place Emi token by soft seat; move B note into WAIT FOR PERMISSION sleeve. |
| 104 | Contrast B/C name and status colours plus text; draft A fact and C quote. | Hear both notes; dictate why Fin's exact fictional sentence differs from Emi's unasked one. | Match raised B/C writer tokens to status cards and direct a two-source guide line. |
| 105 | On fresh Ribbon Room, point/mark feature, speaker, share status and unsupported all claim. | Hear exact source/prompts neutrally; give first answers by speech, sign or AAC. | Use new raised oval/square pieces and status tiles; direct an adult to record exact choices. |
| 106 | Colour-code D clauses by feature, awaiting quote and unsupported everyone. | Read or hear D; give a distinct reason for each of three decisions. | Move three D strips onto FEATURE, WAIT and NEED EVIDENCE mats. |
| 107 | Write/draw two sourced guide lines, leaving route/position blank. | Dictate two guide facts/attributed views and explain why no real route is supplied. | Place feature and Fin cards on guide mat; leave Emi note off; direct exact scribing. |
| 108 | Make before/conditional-after cards for hypothetical Emi permission. | Explain “If Emi later agreed…” and what would still be only Emi's view. | Toggle a raised status tile from NOT ASKED to IF APPROVED without moving an EVERYONE tile. |
| 109 | Point a willing listener to two source labels and a held-back statement. | Give private two-decision explanation to adult, peer, AAC device or self-recording. | Move source/status cards into INCLUDED and HELD; direct an adult listener through reasons. |
| 110 | On unseen Copper Room, independently mark feature, named view, approved/declined status and all-visitors unknown. | Hear exact new case and answer by speech, sign or AAC before feedback. | Use fresh raised triangle/round pieces and permission tiles; direct a scribe without hints. |