# Ten ready-to-teach Pocket Place Trail sessions

Each lesson is 25 minutes: 3 + 4 + 5 + 7 + 4 + 2. Teacher pre-makes broad model pieces, SCREEN flap and four guide panels; folding/drawing/walking are not assessed. Read [materials](MATERIALS.md), [switchable routes](LEARNER-CARDS.md) and [complete actual preflight/handoffs](ACTUAL-SOURCE-PATHWAY.md). Choose **P** (complete paper route) or **R** (approved actual route) for non-check days. Don't blend fiction into a real record. Use exact sources and short prompt parts, with speech/sign/AAC/point/dictation/adult-directed placement/no-touch description. Capture first response/source/help before feedback. Child may pass on disclosure, action, touch, walking or public speaking. No actual observation, approval, tour or feedback is pre-filled. Keep fresh check copies held until Days 165/170; public availability isn't exam security.

## Week 33 · Day 161 · Make a window for one view

**Target/codes:** Ask about and record features within a source view while keeping hidden areas open; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual familiarity/belonging and feature opportunity. **Ready:** P: A, broad bench/pot/screen model and first guide panel; R: approved first point/source, blank record and connection choice.

**Child product:** A first view window with source/spot label and one hidden-area question.

1. **Open · 3 min.** P: “Let's make a pretend place window.” R: confirm approved point and private connection choice: “What do you know this place for?” Record connection/pass; a visit alone is insufficient.
2. **Read source · 4 min.** P: read A exactly; name drawn bench, pot, leaf outlines and hidden area. R: observe or hear exact approved description; record actual time/view/method/source. Ask “What can we see from this spot? What is hidden?”
3. **Model · 5 min.** P: cover the second pot on a broad model with SCREEN; label A/Spot One. R: demonstrate source/spot tab on a blank frame, without supplying child's feature answer or moving real property.
4. **Child inquiry · 7 min.** Child builds/directs first guide window from P source or permitted R view, attaches source/view tab and one useful question about unseen area. P: keep drawing ≠ real observation explicit. R: child may stay seated/direct an adult, recording direct versus described evidence/help. Prompt “Which part helps you say that?”
5. **Check/respond · 4 min.** If a visible drawing becomes all plants/health/whole place, return to the bounded view. Record actual first feature words/help; no real species or total supplied.
6. **Exit · 2 min.** Keep first window. **Next move:** a second view may reveal more without the place changing.

## Week 33 · Day 162 · Add a second viewing window

**Target/codes:** Compare two source views of a place without inventing movement, growth or absence; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual feature-record opportunity. **Ready:** P: A/B, second panel and broad screen; R: second approved point/source or explicit gap.

**Child product:** Two preserved view windows and a feature/source comparison.

1. **Open · 3 min.** Ask “Can another spot show a hidden part?” P: keep first window. R: confirm second approved view/method; no difference is predicted.
2. **Read source · 4 min.** P: read B exactly; same invented scene, two supplied views. R: observe/read actual second point with new time/view/source; identical details are valid. If second point unavailable, keep actual gap and use P separately.
3. **Model · 5 min.** P: lift/reposition SCREEN on child model to illustrate B; name who moved this paper flap. R: show how a feature/source cue is matched only when genuinely recognisable; don't infer a hidden object's identity.
4. **Child inquiry · 7 min.** Child makes/directs second guide window and places the two spot tabs separately. P: show first pot in both views and newly depicted second pot in B. R: compare one supported feature or visibility limit across actual sources. Ask “What can each view show? Did a source say something moved?”
5. **Check/respond · 4 min.** If more visible outlines become growth/added pots, re-read source labels. Different points/times don't prove cause/change. Preserve both records.
6. **Exit · 2 min.** Record first comparison/help. **Next move:** attach a person's reason to that person's source.

## Week 33 · Day 163 · Add one person's place reason

**Target/codes:** Question, record and share an attributed place perspective; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Actual route/codes:** AC9HSFK03 conditional actual particular-person significance opportunity. **Ready:** P: C1 and named flap; R: willing adult/approved exact account with permission.

**Child product:** Named/source-ID reason flap joined to a source-backed feature window.

1. **Open · 3 min.** Ask “Who can tell their own reason?” Offer private/paper listener; child doesn't have to give a personal reason.
2. **Read source · 4 min.** P: read C1 exactly. R: ask/read “What matters to you here? Why?” Record exact words/source-ID/actual time/permission; accept decline or neutral account.
3. **Model · 5 min.** P: start “Nia says …” while others' flap stays open. R: demonstrate source-ID tab; don't fill actual reason, belonging or preferences for child/source.
4. **Child inquiry · 7 min.** Child makes/directs reason flap, names whose reason, shares short sourced place account and asks one question for another source. R: use genuine earlier/today terms only; ask source for wording clarification/correction if available and record it separately. Prompt “Who says? What matters to that person?”
5. **Check/respond · 4 min.** If one reason becomes everyone/culture/needs, return to exact source. A generic unrelated account doesn't establish why this actual place is special; missing field stays open.
6. **Exit · 2 min.** Save first account/help. **Next move:** another own reason can sit alongside it.

## Week 33 · Day 164 · Make room for two reasons and a care step

**Target/codes:** Keep personal perspectives distinct and record a sourced place-care explanation; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Actual route/codes:** AC9HSFK03 conditional personal-significance/local-care explanation opportunity. **Ready:** P: C1/C2/D, two broad flaps and care tab; R: optional second willing account, actual procedure/source/date.

**Child product:** Two own-reason pockets (or honest second-source gap) and a care-source tab.

1. **Open · 3 min.** Ask “Can two people have their own reasons?” No vote/winner or shared identity required.
2. **Read source · 4 min.** P: read C2/D exactly. R: ask optional second source the same meaning question or keep gap; read exact local care procedure with responsible source/date.
3. **Model · 5 min.** P: place NIA SAYS/JO SAYS flaps side by side; D request gets separate tab. R: demonstrate separate source IDs and REQUEST versus ACTION fields; no actual agreement invented.
4. **Child inquiry · 7 min.** Child adds second named reason or missing-source question, then makes a simple care tab explaining the sourced step/ask-first point. R: one genuine reason can support particular-person meaning; second source isn't compulsory. Ask “Whose reason is each? What may we do? Who must we ask?” Share a short source-labelled place/care account.
5. **Check/respond · 4 min.** If different reasons become conflict or everyone agrees, preserve each exact account. Care request doesn't report doing; physical action remains unobserved.
6. **Exit · 2 min.** Save first care explanation/source/help. **Next move:** fresh source check before further guide planning.

## Week 33 · Day 165 · Fresh check A: Paper Cove

**Target/codes:** Independently compare limited place views, attributed reasons and a care request; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [held learner sources/prompts](STUDENT-CHECKS.md), [fresh A sheet](print/check-a-paper-cove.pdf), blank broad bases/source tabs, closed key; ordinary guide/models out of view.

**Child product:** First-response fresh windows/reason/care account and useful source question. This fictional check does not assess K03; actual records stay separate.

1. **Open · 3 min.** Offer equal making/response choices; show unrelated blank placement/dictation mechanics only.
2. **Read source · 4 min.** Read fresh numbered sources neutrally; do not state comparison/reason answers.
3. **Model · 5 min.** Demonstrate adult follows child placement on unrelated blank cards; no source answer modelling.
4. **Child inquiry · 7 min.** Give four prompts one part at a time; child builds/directs windows, speaks/signs/AAC/points/dictates. Record first answers/source and exact help before feedback.
5. **Check/respond · 4 min.** Use at most “Which source?” as a recorded prompt. Open [separate key](teacher/KEY-AND-NEXT.md) after capture and choose one new-context next step.
6. **Exit · 2 min.** Thank without rank. **Next move:** use a new practice case; never coach this held check into a score.

## Week 34 · Day 166 · Build the pocket place guide

**Target/codes:** Make a usable source-linked guide plan and keep plan, artifact and permission distinct; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional sourced actual-feature/care explanation opportunity. **Ready:** P: A–D/F, adult-folded four-panel guide or flat sheets; R: actual view/account/care records and permitted guide scope.

**Child product:** Practical first guide with two view labels, named reason(s), care source and ask-first question.

1. **Open · 3 min.** Ask “What will our guide show? What must we ask first?” R: confirm actual guide/audience/task scope. Child chooses folded/flat/fully adult-directed making.
2. **Read source · 4 min.** P: read F and chosen source parts; F hasn't made/toured a guide. R: read actual source/permission scope; missing fields stay labelled open.
3. **Model · 5 min.** Show blank four-panel sequence: view one; view two; person says; care/source/ask first. Mark PLAN separately from any artifact actually made.
4. **Child inquiry · 7 min.** Child assembles/directs guide using saved source tabs/windows/reasons/care step. P: label FICTION. R: attach actual source/time/spot labels, preserving limited view and permission required; no public location/name needed. Prompt “Which source goes with each part? Who will check?” Keep first version.
5. **Check/respond · 4 min.** If finished guide becomes a successful tour/use/access benefit, record only actual making/help and missing approval/use evidence.
6. **Exit · 2 min.** Save first guide/plan. **Next move:** a report of one model try must stay within that try.

## Week 34 · Day 167 · Keep one trial in its own window

**Target/codes:** Bound a model report or actual single rehearsal, and source-check a useful guide; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual care-source explanation opportunity. **Ready:** P: E/D, broad paper page/cover and guide; R: draft/local procedure/checker, approval scope and optional permitted private rehearsal.

**Child product:** A report/rehearsal scope flap plus one source-backed guide correction/check gap.

1. **Open · 3 min.** Ask “Does one model try tell us what happens in every place?” P: keep paper scene labelled. R: no rehearsal/result assumed.
2. **Read source · 4 min.** P: read E exactly. R: ask responsible source “Does this say your step? May we use it here?” Record actual check/correction/scope/refusal; if a single permitted rehearsal happened, describe it exactly with actor/time/view.
3. **Model · 5 min.** P: show broad BEFORE/REPORTED AFTER panels; illustrate E by covering part of a model page, labelled CHILD ILLUSTRATION OF REPORT. R: separate source check, model rehearsal and real-place result fields; no cover trial on real property/plants.
4. **Child inquiry · 7 min.** P: child represents/directs E's reported before/after and adds “What about a real place?” question; compare guide care wording to D and fix one mismatch or justify supported part. R: child records the actual check and any approved single rehearsal scope; revise one cue against source. Missing trial/use stays open. Ask “What was tried? Where? What do we still need to ask?”
5. **Check/respond · 4 min.** If one reported/model result becomes always/plant health/real-place permission, return to exact scope. Wording check isn't use evidence; child's illustration isn't the reported original trial.
6. **Exit · 2 min.** Keep first/revised guide and bounded flap. **Next move:** do only the actual permitted task and name who helped.

## Week 34 · Day 168 · Give the guide a useful job

**Target/codes:** Use a sourced care step and record exact representation/action/help; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Actual route/codes:** AC9HSFK03 conditional actual care understanding, action optional. **Ready:** P: model guide/D, broad picture-page card; R: actual permission, responsible adult, approved guide holder/shared page or private making option.

**Child product:** Useful guide/task or care explanation with exact planned/done/actor/help record.

1. **Open · 3 min.** Ask “What may we do today?” P: announce model play. R: confirm actual scope/child choice; explanation without touching/walking/action is valid.
2. **Read source · 4 min.** P: read D's step. R: read actual procedure/approval; refusal/absence means no real property movement/installation. Private guide making or P stays available.
3. **Model · 5 min.** Show separate PLAN/DONE fields with unrelated blank pieces. P: real classroom paper making is not a real Window Corner event. R: distinguish adult action from child directing/explaining.
4. **Child inquiry · 7 min.** P: child uses/directs guide at model, puts picture-page card on model bench shelf and asks paper Lex before any pot/screen proposal; keep A/B sources unchanged. R: place guide in approved holder, return one approved shared page, or finish useful permitted private guide; only the preflighted task occurs. Ask “What did you do? What did the adult do? Which source helped?” Record actual time/action/help/view, or explain and leave not done.
5. **Check/respond · 4 min.** No care benefit, all-user compliance, plant result or independent action inferred from completion. Child care explanation can be evidenced without compulsory action.
6. **Exit · 2 min.** Save accurate actor/help/status. **Next move:** use the guide with a willing private reader and record that exact encounter.

## Week 34 · Day 169 · Lead a small guided look

**Target/codes:** Share source-labelled place observations/perspectives/care and revise from one bounded response; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Actual route/codes:** AC9HSFK03 conditional synthesis from actual element evidence. **Ready:** P: guide/model/source flaps, willing private/paper listener; R: approved points/access/audience, actual guide/records, willing reader if available.

**Child product:** A usable private place trail and one source-backed revision or recorded reader gap.

1. **Open · 3 min.** Invite willing private reader; pass/paper listener valid. R: confirm permitted viewing method/audience; no child must walk/publicly speak.
2. **Read source · 4 min.** P: A/B/C1/C2/D plus separate E report. R: read genuine view/meaning/care records; any later observation gets actual time/view. No change is staged.
3. **Model · 5 min.** Tell a short source trail: each spot/view, named reason(s), care source and open question. P: reported model before/after belongs to E only. R: earlier/today only from genuine records; past blank if none.
4. **Child inquiry · 7 min.** Child leads/directs a seated/model/approved actual guided look; ask “Which window goes with this spot? Show the part you used.” Record exact response/pass and source, not all-user success. Revise one unclear cue within permission, saving first version; ask one useful future-source question. R: teacher records K03 elements observed/open independently of tour completion.
5. **Check/respond · 4 min.** If paper tour becomes actual audience evidence or one response becomes everyone, name exact route/actor/scope. Missing real meaning/connection/care fields stay open.
6. **Exit · 2 min.** Save first narrative/help/revision. **Next move:** fresh fictional skill check with actual knowledge records separate.

## Week 34 · Day 170 · Fresh check B: Paper Lantern Bay

**Target/codes:** Independently compare source views, keep two perspectives, bound a model trial and propose sourced care; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [held learner sources/prompts](STUDENT-CHECKS.md), [fresh B sheet](print/check-b-paper-lantern.pdf), new blank panels/model pieces, closed key; ordinary guide out of view.

**Child product:** Fresh first-response guide/source trail, model-report limit and care/meaning explanation. No K03 inference from fiction.

1. **Open · 3 min.** Offer equal response choices; unrelated blank mechanics only.
2. **Read source · 4 min.** Read new numbered sources neutrally; no source conclusions for learner.
3. **Model · 5 min.** Demonstrate dictation/adult-directed placement on unrelated blank cards, no fresh worked answer.
4. **Child inquiry · 7 min.** Give four prompts in short parts; child makes/directs fresh windows, points/signs/AAC/speaks/dictates. Record first responses/source/help before feedback.
5. **Check/respond · 4 min.** Use at most “Which source?” as recorded prompt; open separate key only after capture. Choose one new-context teaching move.
6. **Exit · 2 min.** Thank without rank. **Next move:** retain emerging skills for a new source opportunity; K03 decisions use actual local records only.