Each arrow gives one worked response for teacher modelling, not a required child phrase. All situations below are invented rehearsals, including familiar real-life domains; none is a claim about an actual child, family, place, permission or event. Use permitted actual sources only through the pathway. Keep the daily question/evidence goal; don't infer identity, culture, disability or a universal preference. These examples do not reproduce the held fresh cases. Days 175/180 variations occur after the fresh check or on a later occasion, never as fresh-case coaching.
| Day | Domain variation 1 · worked response | Domain variation 2 · worked response |
|---|---|---|
| 171 | Library picture shows a long shelf left of an oval reading mat; child makes a broad base → “This drawing puts shelf left of mat. Is that where they are now?” Current view remains open. | Playground drawing shows a bench beside a plant tub; child directs two broad feature cards → “The drawing shows these two features. I need a permitted view to say where they are today.” |
| 172 | Community room: invented Pat says a notice rail matters because Pat shows club picture pages there; attach Pat's reason → “Pat values the rail for Pat's pages; other people's reasons aren't given.” | Home practice corner: invented Bo says the large tray matters because Bo puts paper puzzles there; make own-reason flap → “Bo says why this tray matters to Bo. It doesn't tell us every home's reason.” No household disclosure requested. |
| 173 | Classroom picture owner asks that demonstration pages return to a broad tray; make care flap → “Return pages is the requested care step; ask before using the board. Done is still blank.” | Garden display owner asks that a paper plant picture go in its folder after a look; child makes ASK/RETURN tabs → “This is a request for this paper page. It isn't permission to handle real plants or a record that someone did it.” |
| 174 | Gallery table plan puts wall-picture and seat-picture side by side or one above the other; direct both → “The same two facts stay. These are plans; a reader can say no.” Two equal cards don't show fairness. | Sports clubhouse plan places cupboard-picture and table-picture on two private bases; make invitation → “Would you like to try or pass? I'll keep your reply as your reply.” No actual vote/consent supplied by the invented plan. |
| 175 | After check, bus-stop model has sign-picture above bench-picture or beside it; build labelled plan → “Both plans show the same features. No rider response or current stop condition is given.” Not a travel task. | After check, market drawing has counter-picture and crate-picture; attach imagined owner meaning → “The speaker says the counter matters for that speaker's picture list. I cannot add all customers' reasons.” |
| 176 | Toy workshop report says, “In one beside layout I pointed to the tray-page”; make one-try record → “One speaker reports one point under that layout. Exact question, willingness and everyone else's use are open.” | Reading nook report says one reader asked about an upper feature-page; log question → “A question was reported. It doesn't prove no reader could understand the layout or explain its cause.” |
| 177 | Museum model has one reader pointing in a top/bottom plan, another asking in a beside plan; keep panels apart → “Different readers and plans; those accounts don't show which plan caused the response.” | Community pantry paper display has one attributed reason for a table and a separate try account; attach both → “Meaning and reported action answer different questions; one action doesn't replace the speaker's own reason.” No real pantry/food handling. |
| 178 | Music room model first direction says “That page”; source identifies a shelf-page; repair and retain first → “Point to the shelf-page” gives a sourced name. “I still need the willing listener's response to know what happened in a retry.” | Reception picture first direction calls a round table a shelf; source shows table; child repairs one word → “Look at the table-page.” The corrected source word alone isn't proof people could use the new instruction. |
| 179 | Shared art room paper owner approved returning demonstration pages to folder; direct permitted model return → “The kit links the board to Lee's reason and the owner's care step; this return was a paper action, not a real-room change.” | Local club educator approved a private owner-review picture kit but no display try; assemble handover → “Here are the feature, attributed meaning and sourced care plan. Trial and done are open.” Useful preparation doesn't prove later use. |
| 180 | After check, aquarium paper plan has tank-picture and seat-picture; reader chooses pass; record → “Pass means no try was observed. It isn't agreement, dislike or proof of no possible benefit.” No real animal care suggested. | After check, kitchen teaching model has cupboard-picture and mat-picture; source care asks return of paper pages; child makes logbook → “Plan, report and what I actually made stay separate. No home rule or family knowledge can be inferred.” |