These are made-up paper people and places. Pick A, B or C and change any time. They are response choices, not fixed learning styles or ability groups. An adult can read the source, scribe or move a broad card where you direct. You never have to lend an item, accept touch, move your body, explain “no”, speak to a whole group or tell a private story. Say “stop” by your chosen signal whenever you want. Your teacher checks local safety before offering actual movement. A paper answer can show a safe/fair plan; only an actual movement or physical-play action the teacher observes can show a physical movement skill or rule in use. If that does not happen, physical evidence is not observed.
Day 1 · May I use it?
Hear Tavi ask about the class BIG SQUARE card and Noor say “not now”. Show a respectful next step. Then hear a “yes” example.
- A · Cards: place ASK, ANSWER and NEXT broad cards in order; choose an acceptable next card.
- B · Picture: draw three large boxes and show the request, reply and changed plan.
- C · Adult reader: choose which line the adult rereads; direct a puppet's next response by speech, sign, AAC or pointing.
Shared target: seek, give/deny and respect permission in a fictional exchange. Home: with a paper puppet, practise “May I use the pretend card?” and either “yes” or “not now”; no real lending.
Day 2 · Wait outside the shared lane
Ask before a shared paper spot. When the answer is “not now”, choose a pause or different paper spot.
- A · Marker: point to PAUSE SPACE, place a broad marker there, then say/sign an accepting response.
- B · Draw: trace the source lane, draw a marker outside it and dictate why that keeps the paper plan separate.
- C · Direct: direct the adult to move the paper marker after hearing the answer; correct the move if it enters the occupied lane.
Shared target: permission and a changed space plan. Optional actual movement: only if you choose it and the teacher has checked a suitable route; paper alone does not show physical FM02. Home: use two broad drawn lines and a paper counter, no real room route.
Day 3 · One move, one lane
Read or hear the broad START, FINISH and PAUSE SPACE mat. Choose a gentle, safe way to show one turn, or stay on paper.
- A · Broad object: explain the lane with a marker; if you choose an approved actual trial, gently roll a large soft object at a stable table/floor setup.
- B · Mark/describe: draw or point to start, finish and wait; if suitable and chosen, show an actual adapted reach/slide/roll after the teacher checks the plan.
- C · Adult mover: direct an adult's paper marker from START to FINISH and say when the lane is clear; you may also choose a separate approved actual movement.
Shared target: explain one-at-a-time space and a stop signal. Evidence: paper only shows the plan; actual FM01/FM02/FM04 needs your safe movement/play observed. Home: use a paper marker, not a throwing or racing game.
Day 4 · Whose turn is next?
Hear Mina's and Paz's fictional turn cards. Decide which paper sequence follows the printed rule and suggest a fair next turn.
- A · Match: pair a voice card with FOLLOWED RULE or CHANGE PLAN and point to the exact printed detail.
- B · Two-box record: mark what happened in the first card and a fair next action in a second box.
- C · Adult reader: have the adult reread each card and move a paper marker when you signal the lane is clear.
Shared target: source-linked fair turn and respectful wording. Evidence: a paper judgment is not rule-following during physical activity. Home: let two paper puppets take turns after a pause signal.
Day 5 · New source, first answer
Your teacher gives a new Check A paper studio source. Listen to both dialogue cards and a turn card. Show which answers give or deny permission and a respectful next step.
- A · Broad cards: sort ASK, REPLY and NEXT cards, then show a fair turn.
- B · Draw: mark each reply and draw the changed paper plan in two large boxes.
- C · Child-directed adult: tell the adult which line to reread, and where to move two broad cards; give your own reason.
Shared target: two new permission responses and a fair plan from the source. After-check practice only: puppet asks to use a made-up PICTURE TILE; other says “not now”; puppet chooses BLANK TILE. Home: replay that different fiction with a supporter if wanted, without reporting back.
Day 6 · The sign says ask first
The pretend visitor wants to try a paper lane. Which printed sign reminds them to ask? A person's answer still matters.
- A · Match: place ASK FIRST near the paper visitor; show how the visitor could ask and accept “not now”.
- B · Draw/word: copy a broad question mark and the ASK FIRST label, then dictate a request/response.
- C · Adult reader: direct which sign to read and enact the reply with a puppet or AAC choices.
Shared target: sign-as-reminder, person-as-permission-giver. Home: make a pretend “ASK FIRST” paper card for a puppet; it does not replace asking a real person.
Day 7 · Stop, please
Fictional Ren says “Pause, please.” The story adult stops a paper marker. Show a respectful changed plan.
- A · Stop card: raise a broad PAUSE card and direct the marker to stop, then choose a different blank spot.
- B · Two frames: draw before/after positions and dictate what changed because of the request.
- C · Adult mover: use a chosen signal; the adult stops the paper marker immediately and waits for your next direction.
Shared target: respect a stop request and revise a paper plan. Optional actual movement: your own safe stop may be observed if you choose an approved activity; paper alone is not FM02 evidence. Home: no real hazard practice required; a paper puppet is enough.
Day 8 · Change the rule so both can join
Two pretend makers arrive at a paper lane. Choose a one-at-a-time rule and make room for both.
- A · Broad turns: move MAKER 1 and MAKER 2 cards in a source-linked fair order.
- B · Draw: draw two turns with an empty-lane check between them; dictate a rule.
- C · Adult mover: tell an adult when each paper maker may enter and where the other waits.
Shared target: explain a fair rule and one improvement. Evidence: actual fair play and fundamental movement are recorded only if a safe opt-in physical trial occurs. Home: act out two turns with paper markers, no competition.
Day 9 · A sign with a respectful sentence
Make a new reminder for a pretend shared paper space. Someone still has to ask and hear the answer.
- A · Large pieces: choose a broad outline and word card, then pair it with a request and a “yes” or “not now” reply.
- B · Draw/dictate: make a clear original mark and dictate two lines showing what happens after the answer.
- C · Adult scribe: direct exact words/picture placement and tell a puppet the next respectful action.
Shared target: a child-controlled sign and permission script, with real effect unknown. Home: draw a pretend “WAIT FOR ANSWER” card on scrap paper; no display or purchase needed.
Day 10 · New fair-play and permission source
Your teacher gives a fresh Check B paper gallery source. Find what the characters say, choose a respectful reply and plan one-at-a-time play. Your first answer is kept before feedback.
- A · Broad cards: sort the new source cards and place two paper maker turns.
- B · Drawn record: mark each speaker's words, draw a changed plan and label the fair rule.
- C · Adult reader/mover: direct the adult to reread each exact line and move broad paper markers; give your own next step.
Shared target: source-linked permission and fair turn. Evidence: any suitable actual movement trial is separate and voluntary; paper planning alone cannot evidence FM01/FM02/FM04. After-check practice only: new puppet asks about a plain PAPER CIRCLE; “not now” leads to a blank card. Home: use this different story if desired; no school or family facts are required.