These are options, not permanent learning-style categories. Offer all three, combine them and change at any time. All routes use the same exact source, question and evidence goal. Read sources exactly; the route does not add an answer. A child can use speech, home language, sign, AAC, established yes/no, eye gaze, pointing or dictation. A scribe records child choice and exact help; supported/independent responses remain distinct. Do not infer a learner type, identity or ability from a selected route. Fluent human review is required for supplied translations; no machine translation of First Nations language.
Use P sources or the actual approved R source from the day's script; no fiction in an actual record. Tactile/no-print descriptions preserve every item identity and its location. If actual contact/view isn't approved, exact attributed description or the full paper case preserves the source skill; actual evidence limits remain visible. Pre-make all broad pieces; folding, drawing and number reading are not assessed. For checks, offer blank mechanics only and withhold worked examples until first answers are captured.
| Day | Route 1 · print/place | Route 2 · listen/say/show | Route 3 · broad/tactile/direct |
|---|---|---|---|
| 151 | Point to feature/source on A or approved view; place large square/round cues on a broad base and add one question tab. | Hear exact feature description with view/source; dictate two cues and a feature question to a scribe. | Explore approved broad raised outlines or hear exact no-touch reading; direct adult feature placement/source tab without touching. |
| 152 | Match identical large folder cues across separate records; trace one source-backed location trail and leave who/why open. | Hear each exact item/location list in parts; dictate one matched identity trail or state that the actual cues cannot be matched. | Direct adult to place each broad identity cue on two bases; use raised tabs/established communication to show supported locations and an open field. |
| 153 | Point to care-source words; make a large request flap showing next step and ask-first point; leave action field blank. | Hear exact care procedure; explain or use AAC to name source, next step and whether it is request/action. | Use raised feature cues or adult placement to construct a request flap; direct the ask-first cue and blank done field. |
| 154 | Attach a named/source-ID reason card beside the stated feature; choose a question for another perspective. | Hear exact willing-person account; speak/sign/AAC/dictate whose reason it is and which views remain open. | Direct adult to join broad source-ID speech flap to feature cue; point/gaze/select one attributed reason and another-source question. |
| 155 | Read/listen to neutral fresh sources and build blank desk bases; respond to each prompt with source tabs, pictures or words. | Hear fresh sources in short parts; give first answers orally/sign/AAC/dictation and say which source helps; no prior worked model. | Adult follows child's fresh placements on broad blank bases or exact no-touch source reading; record choices/help without signalling answers. |
| 156 | Use source words to draw/place a feature and care-step cue on a PLAN frame; add source and permission question. | Hear actual/P care source and scope; dictate a concrete plan and who must check before use. | Direct broad feature/step/approval-tab placement on a plan mat; use raised marks or exact description to leave done blank. |
| 157 | Compare first cue with source; point to supported/missing part, revise it and record checker/time/scope or gap. | Hear care words and draft wording exactly; explain/dictate one correction or justified confirmation and why use remains unproved. | Direct adult revision of broad cue/ask-first tab against source, keeping first version; choose source-check/use fields by established communication. |
| 158 | Use paper desk or approved actual task/cue; point to source and dictate exactly who did what/time/help. | Direct the permitted step verbally/sign/AAC or explain it without action; scribe distinguishes child/adult action and not done. | Child directs adult broad-piece movement or authorised cue-making; no-touch explanation is equal; actual actor/help and chosen action status stay explicit. |
| 159 | Arrange source/feature/reason/care pockets and cue for willing private reader; revise one source-backed unclear part or record pass. | Tell a short sourced place account with genuine times; ask willing reader to show the step; dictate exact response/gap and permitted edit. | Direct broad desk/source-trail arrangement using raised cues or exact readings; indicate each source and one permitted revision; no all-user claim. |
| 160 | Respond to neutral new sources with blank models and source tabs; give first actor/care/meaning answers independently of worked key. | Hear new records/requests/accounts in parts; answer through speech/sign/AAC/dictation with exact assistance logged. | Direct fresh broad placements or choose via established gaze/yes-no with neutral exact descriptions; key stays closed and no answer cues are added. |