Free, brief and optional; skipping has no assessment cost. Use imagined paper situations or a spoken description; no printer, device, purchase, photographs, outing, private inspection, returned evidence or adult interview needed. Children may pass/change the context. No private family/place/cultural information, objects or disagreement required. Adults may scribe/direct broad pieces, but leave the child's evidence choice visible. Home response isn't automatically an authentic curriculum source; any classroom use needs local approval, permission/privacy and exact-source review. Stop if a person doesn't wish to take part. These bridges do not expose held checks.
| Day | Optional bridge |
|---|---|
| 171 | Imagine a shelf beside a mat. Direct two large paper cues or describe them. Say “in our drawing” and ask what a real view would need. |
| 172 | An adult may invent their own character who values a picture board. Attach that character's reason to a spoken feature; keep other people's reasons open. No personal reason required. |
| 173 | Invent a paper owner who asks for pages to return to a broad tray. Make or say an ASK FIRST/RETURN care flap. Keep done separate from a request. |
| 174 | Put the same two pretend feature cues beside each other, then one above the other. Make a kind try-or-pass invitation; no family vote needed. |
| 175 | After the classroom check, use unrelated imagined pages to say which words came from a drawing and which were your plan. Don't rehearse fresh sources. |
| 176 | In a pretend try, invent a listener's one reply and label ROLE PLAY. Record only that reply; don't use it as another real person's opinion. |
| 177 | Tell two invented readers' different one-try replies. Keep two spoken “folders” apart and ask what else would be needed to compare fairly. No family disagreement invited. |
| 178 | Repair “that page” to a sourced feature name in an imagined display. Keep both wordings. A willing adult can choose try/pass; don't infer from silence. |
| 179 | Return the imaginary pages or describe their return. Tell how a particular invented feature matters to its speaker, its requested care step and what remains open. |
| 180 | After the classroom check, describe a separate pretend kit's plan, one report and what you made. Keep a passed/unobserved try blank; no returned answer needed. |