# Ten ready-to-teach daily stewardship sessions

Each session is 25 minutes: 3 + 4 + 5 + 7 + 4 + 2. Read [materials](MATERIALS.md), [access options](LEARNER-CARDS.md) and [actual-route preflight/handoffs](ACTUAL-SOURCE-PATHWAY.md) first. Choose **P** (complete paper route) or **R** (approved actual route) for each non-check lesson. The scripts supply both; do not mix fiction into a real record. Teacher pre-makes broad bases, pockets and flaps. Respond with speech, sign, AAC, pointing, drawing, dictation or adult-directed placement. State source words exactly, ask short prompt parts separately and record first response/help before teaching again. Child may pass on disclosure, touching, action or public sharing; private paper work remains available. No actual event, observed outcome or local rule is pre-filled.

## Week 31 · Day 151 · Build a place desk

**Target/codes:** Ask about and record source-backed place features; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual familiarity/belonging and feature opportunity. **Ready:** P: A, broad base/square shelf/round tray and marked folders; R: approved point/place/features, blank local record.

**Child product:** A source-labelled desk model and one feature question; R additionally has a genuine observation/connection record.

1. **Open · 3 min.** P: say “Let's make a pretend desk. What parts are here?” R: confirm approved point and private familiarity choice: “What do you know this place for?” Don't assume belonging; record pass/open.
2. **Read source · 4 min.** P: read A; identify the square shelf and round tray. R: observe/listen to exact approved description, name source/method and actual time/view; ask “What can you see or hear here?”
3. **Model · 5 min.** P: place shelf/tray on one base with SOURCE A and earlier tags; show one folder's mark. R: model only how a feature cue gets its observation/source tab; don't supply the child's answer.
4. **Child inquiry · 7 min.** P: child builds/directs A's small desk and places all four folders on shelf, with empty tray. R: child places/dictates one or two actual feature cues on a broad model from the permitted view; actual source/time/view and limits stay attached. Ask “Which part helps you say that? What would you ask?”
5. **Check/respond · 4 min.** If the model becomes a complete real-site map, ask “What could we see from our spot?” Record actual limited view. In P keep FICTION visible; no K03 inference.
6. **Exit · 2 min.** Record first feature/question/help. **Next move:** follow each marked item in a new record, keeping the first.

## Week 31 · Day 152 · Follow the folder marks

**Target/codes:** Compare item identity/location across two source records without inventing loss or a mover; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual feature-record opportunity. **Ready:** P: A/B, second broad base, four duplicate marked cards, ledger; R: first actual record and new permitted view with reliable authorised cues.

**Child product:** Two preserved desk views and a one-item source trail, or a recorded actual matching limit.

1. **Open · 3 min.** Ask “Can a folder be off the shelf and still in this place?” P: show blank second base. R: re-confirm the allowed view; don't predict a change.
2. **Read source · 4 min.** P: read B exactly, including the missing who/why. R: record a new actual view/time and only permitted visible features/items; no current cue is assumed to match an earlier hidden item.
3. **Model · 5 min.** P: point to mark 1 in A/B; it stays represented on shelf. R: demonstrate matching only a reliable authorised cue; explain “If we can't match it, we leave that bit open.”
4. **Child inquiry · 7 min.** P: build B's desk with 1/2 shelf and 3/4 tray; trace 3 from A to B with a broad finger/cord/source tab. R: child traces one supported actual cue across views; unchanged position is valid. If no reliable match, record that limit and use P for the identity exercise separately. Ask “Where is this one in each record? Who tells us who moved it?”
5. **Check/respond · 4 min.** If empty shelf spaces imply missing/destroyed items, re-read the whole source/view. If a mover/cause is guessed, leave WHO/WHY open and choose a question.
6. **Exit · 2 min.** Save both records unchanged. **Next move:** a request tells what to do; it does not report that someone did it.

## Week 31 · Day 153 · Make a care-step flap

**Target/codes:** Source and pictorially record a care request while separating instruction from action; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual local-care explanation opportunity. **Ready:** P: C, broad request flap, blank ASK FIRST/DONE fields; R: exact local procedure/source/date/responsible adult from preflight.

**Child product:** A usable request flap showing the sourced care step and ask-first point; DONE remains unfilled.

1. **Open · 3 min.** Ask “What do we do first? Who can tell us?” P: pretend desk stays labelled. R: confirm the actual responsible source; no real item movement today.
2. **Read source · 4 min.** P: read C exactly. R: read/say actual approved care words exactly, naming source/date; ask for clarification if wording is ambiguous.
3. **Model · 5 min.** P: draw round tray cue and ASK SOL before shelf cue. R: show how a cue names the actual approved next step, not a generic school rule. Mark REQUEST separately from DONE.
4. **Child inquiry · 7 min.** Child makes/directs a broad care-step flap beside the chosen desk; explains/dictates the step and who must be asked first from C or the actual procedure. Ask “Who tells us this? Is it a step to follow, or did it happen?” R: record first local-care explanation/help; a missing procedure uses P only.
5. **Check/respond · 4 min.** If the instruction becomes completed compliance, point to blank action record and return to the source. Don't tick DONE from a correct explanation.
6. **Exit · 2 min.** Save source/flap/first explanation. **Next move:** hear one person's reason for valuing the place.

## Week 31 · Day 154 · Add one person's reason

**Target/codes:** Ask about, attribute and share a source-labelled perspective on a place; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Actual route/codes:** AC9HSFK03 conditional actual particular-person significance opportunity. **Ready:** P: D, broad PIA SAYS message; R: willing adult/approved exact place account and private recording permission.

**Child product:** A named/source-ID reason card and a question about views not yet heard.

1. **Open · 3 min.** Ask “Can one person tell us what every person thinks?” Offer private adult/paper listener; no child is asked to disclose a personal reason.
2. **Read source · 4 min.** P: read D exactly. R: ask willing source “What part of this place matters to you? Why?” or read the approved exact account; note actual speaker/source-ID, time, words and permission. A decline stays open.
3. **Model · 5 min.** P: start “Pia says …” and leave OTHER PEOPLE blank. R: show a source-ID speech flap; a personal account is attributed, not automatically verified for everyone.
4. **Child inquiry · 7 min.** Child makes/directs a reason card beside the source-backed feature, shares a short place account using the source, then adds “Who else could we ask?” P: keep invented earlier/later sources labelled. R: capture exact attributed first explanation; only use genuine earlier/today terms. Source may correct the quote privately; record correction separately.
5. **Check/respond · 4 min.** If meaning becomes mover's cause/everyone's view or identity inference, return to exact words. Missing real significance evidence stays open; the source isn't coached to praise the place.
6. **Exit · 2 min.** Save first account and source limits. **Next move:** fresh individual paper source check tomorrow.

## Week 31 · Day 155 · Fresh check A: Drawing Bay

**Target/codes:** Independently question and record locations, a care request and one place perspective; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [learner sources/prompts](STUDENT-CHECKS.md), [fresh A sheet](print/check-a-drawing-bay.pdf), blank broad bases/cards, closed key; ordinary desk models out of view.

**Child product:** First-response fresh place model/source trail and care/meaning explanation. This fictional check does not assess K03; actual records stay separate.

1. **Open · 3 min.** Offer equal response/making choices. Adult placement mechanics use blank unrelated shapes only.
2. **Read source · 4 min.** Read all new sources exactly and neutrally. Don't name conclusions or point to a correct tray.
3. **Model · 5 min.** Demonstrate dictation/adult-directed placement on unrelated blank cards; do not model a check answer.
4. **Child inquiry · 7 min.** Give the four learner prompts one part at a time. Child builds/directs fresh bases, points, signs, uses AAC or dictates. Capture first responses and exact help separately from later feedback.
5. **Check/respond · 4 min.** Use at most “Which source?” as a recorded prompt. Open the [separate key](teacher/KEY-AND-NEXT.md) after capture; choose one next move.
6. **Exit · 2 min.** Thank without ranking. **Next move:** practise an emerging move in a new source case; don't rehearse this check into a score.

## Week 32 · Day 156 · Plan one useful care message

**Target/codes:** Make a source-backed practical care plan and separate proposal from permission/action; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual-care planning/explanation opportunity. **Ready:** P: C/E, blank message frame; R: actual care procedure, one approved modest task/cue option, approval fields.

**Child product:** A practical paper care plan with a feature cue, source tab and permission question.

1. **Open · 3 min.** Ask “What could we make or do here? What must we ask first?” P: identify pretend shelf/tray. R: offer only preflighted task/cue choices; a child may choose explanation only.
2. **Read source · 4 min.** P: read E and relevant C words. R: read the actual care procedure and current permitted scope; planned use still needs the named adult's check.
3. **Model · 5 min.** Make an unrelated blank PLAN flap and separate APPROVAL/DONE fields. P: clarify E plans a message; R: approval isn't inferred from making a draft.
4. **Child inquiry · 7 min.** P: child designs a broad shelf/tray care cue with C's next step and ASK SOL; attach E/PLAN. R: child makes/directs a useful local cue or simple approved-task plan from exact procedure, naming feature/source and permission needed. Ask “Which words help? Who will check?” Keep first version.
5. **Check/respond · 4 min.** If a plan becomes improved safety/access or completed care, leave outcome open. Capture the actual paper artifact/help; no physical place benefit is established.
6. **Exit · 2 min.** Save plan. **Next move:** compare its message/task to the responsible source before any use.

## Week 32 · Day 157 · Check the step, fix the cue

**Target/codes:** Compare a practical message with its source and revise a bounded mistake without inferring use; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional sourced-care explanation opportunity. **Ready:** P: C/F, first draft and broad revision flap; R: actual procedure/plan, willing responsible checker or approved exact words, permission scope.

**Child product:** Source-checked child cue with preserved first draft and one recorded correction/check gap.

1. **Open · 3 min.** Ask “Does our cue say the step our source gives?” P: keep C visible. R: identify responsible checker; missing checker doesn't become approval.
2. **Read source · 4 min.** P: read F and C exactly; F checks the helper's message, not automatically the child's new draft. R: read actual procedure, ask checker “Does this say our step? May we use it here?” Record actual words/time/scope or refusal/absence.
3. **Model · 5 min.** P: show a deliberately unfinished cue, then compare its arrow/ASK text to C; don't alter C/F. R: demonstrate checking a blank label against the procedure, retaining first version.
4. **Child inquiry · 7 min.** Play cue repair station: child points to each source-supported part, fixes one unclear/missing cue or confirms a supported part with its source tab. P: adult in paper Sol role checks words against C only; mark ROLE PLAY. R: exact checker correction/permission stays local; revise only within permitted scope. Ask “What did you fix? Who checked? Do we know anyone used it?”
5. **Check/respond · 4 min.** If wording approval becomes observed use or all-user benefit, put use evidence in a separate blank field. F doesn't approve all later child messages.
6. **Exit · 2 min.** Save draft/revision and actual help. **Next move:** use only the permitted step, record what really happens.

## Week 32 · Day 158 · Use the care desk

**Target/codes:** Follow/source a care step and record actual model/task action separately from plan and benefit; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional local-care understanding opportunity, with action optional. **Ready:** P: separate practice base/folder 3, C, child cue and CHILD PRACTICE tag; R: permission/scope, safe materials and responsible adult; blank action field.

**Child product:** Usable practice desk or one permitted actual care task/cue, with precise actor/action/help record.

1. **Open · 3 min.** Ask “What may we do today?” P: announce paper play. R: confirm exact permission and child choice; explanation instead of action is valid.
2. **Read source · 4 min.** P: read C's step. R: read actual local procedure/approval; if refused or not obtained, no real item is moved/installed. Use permitted paper cue for private owner review or P.
3. **Model · 5 min.** Show the difference between PLAN and DONE records with blank unrelated cards. P: child-model making is real classroom work but no real Nook event. R: keep adult help/actor separate from child choice.
4. **Child inquiry · 7 min.** P: child uses/directs the practice desk: put paper folder 3 in round tray, ask paper Sol before proposed reshelving; keep A/B untouched. R: carry out one approved supervised return task or finish/revise the useful approved cue for its owner; install only if separately permitted. Child may explain instead and leave action not done. Ask “What did you do? What did the adult do? What source helped?” Record actual time/action/help/view only if it occurred.
5. **Check/respond · 4 min.** If an action becomes independent success, all-user compliance or a care benefit, return to exactly observed action/help. Correct explanation can evidence how to care without compulsory action.
6. **Exit · 2 min.** Save precise action/representation record or not-done status. **Next move:** observe later and show a reader where each statement came from.

## Week 32 · Day 159 · Open a small stewardship desk

**Target/codes:** Share a source-linked place narrative, attributed meaning and care explanation, keeping records and revisions distinct; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Actual route/codes:** AC9HSFK03 conditional synthesis by actual feature/connection/meaning/care element. **Ready:** P: A–F, models/flaps/ledger/practice record, willing private reader; R: actual later permitted view, genuine earlier records, local cue/care record and willing approved reader if available.

**Child product:** A usable small desk/source trail with one evidence-backed revision or a recorded reader gap.

1. **Open · 3 min.** Invite willing private reader; adult/paper listener or pass is valid. Ask “Can a reader find our step and its source?” R: re-confirm place/view/audience permission.
2. **Read source · 4 min.** P: revisit A/B/C/D/F plus separate child practice. R: observe actual later view/time/method; keep genuine earlier records intact. No change is required or staged.
3. **Model · 5 min.** Give a short source-labelled place trail. P: “A says earlier; B records later; Pia says; C asks; F checks words; we practised on paper.” R: use today/earlier only from genuine records; leave past blank if none.
4. **Child inquiry · 7 min.** Play desk keeper: child arranges/directs source pockets/model/usable cue, tells feature/reason/care account and asks reader “Show the part you would use.” P: keep FICTION/ROLE PLAY visible. R: record exact voluntary reader response/time/permission or pass; revise one unclear cue within approval, keeping first version. Ask one future-source question; don't infer all-user benefit.
5. **Check/respond · 4 min.** R: teacher records K03 elements observed/open from genuine evidence, not from finishing the desk. If a reader response becomes universal usefulness, name its exact scope. P: no K03 knowledge inferred.
6. **Exit · 2 min.** Save first narrative/help/edit and gaps. **Next move:** a fresh source check tomorrow, with actual knowledge records assessed separately.

## Week 32 · Day 160 · Fresh check B: Puzzle Point

**Target/codes:** Independently compare distinct item records, one reported actor, a care request and one place reason; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [learner sources/prompts](STUDENT-CHECKS.md), [fresh B sheet](print/check-b-puzzle-point.pdf), new blank bases/cards, closed key; ordinary models out of view.

**Child product:** Fresh first-response source model, bounded actor/meaning conclusion and care message proposal. No K03 inference from fiction.

1. **Open · 3 min.** Offer equal response routes. Demonstrate mechanisms only with unrelated blank pieces.
2. **Read source · 4 min.** Read new sources neutrally; never classify actor/permission answers for the learner.
3. **Model · 5 min.** Demonstrate scribe/adult-directed placement on unrelated cards; no worked fresh answer.
4. **Child inquiry · 7 min.** Give four short prompts in parts; child makes/directs fresh source models, points, signs, uses AAC or dictates. Record first answers and exact assistance before feedback.
5. **Check/respond · 4 min.** Use at most “Which source?” as a recorded prompt. Open separate key after capture and choose one new-context teaching move.
6. **Exit · 2 min.** Thank without ranking. **Next move:** retain emerging skills for a new source opportunity; use actual records separately for element-specific K03 decisions.