The educator reads the full original sources and offers these routes to anyone at any time. A route is a way to respond today, not a label or fixed learning style. Use large print, sign, AAC, broad secured tactile cards, a private conversation or no touch. Do not request a real safety story. A real concern takes priority and follows school policy. A paper or adult-directed movement answer is valuable reasoning; actual physical skill and fair-play evidence require a separately observed, approved child action.
Day 11 · A specific help request
- A: Say or sign: Complete “Could you help me find the class-owned ___?” with a precise item from Source A.
- B: Point or AAC: Select BLUE STORY CARD and HELP from broad labels, then direct the adult reader to join them as a request.
- C: Private source read: Hear Ivo's sentence again and identify the exact words that tell an approved adult what is needed.
Day 12 · An approved next adult
- A: Tell: Retell Nia's A-unavailable-B sequence using only school-verified role labels, with the educator beside you.
- B: Order cards: Put APPROVED A, UNAVAILABLE, APPROVED B in order and direct an adult to read the route.
- C: Private choice: From Source B, choose the next safe request after A is unavailable; an educator fills actual local roles privately.
Day 13 · Accept a permission answer
- A: Puppet words: Offer Sol's request, hear “not now”, and choose a different class-owned option without asking again for the same board.
- B: Broad cards: Place ASK, NOT NOW, OKAY, OTHER OPTION in the order the fictional scene permits.
- C: Text or AAC: Identify the sentence that says no, then tell an adult what Sol could ask for instead.
Day 14 · Keep help and permission distinct
- A: Explain: Choose Source A, B or C and tell one precise respectful next step from its words.
- B: Match: Match a broad REQUEST, ANSWER or BACKUP label to an exact source line; show which action follows.
- C: Private conversation: Answer the educator's fictional busy-puzzle-board question without acting or sharing a personal event.
Day 15 · Fresh Case F response
- A: Spoken or signed: After the first neutral read, give the three answers on the teacher-held check in your own words.
- B: Point or AAC: Choose among the new case's broad labels and direct an adult to record the same three answers without hints.
- C: Private read: Hear the new case quietly and show its exact evidence line for the same three questions; passing on acting is fine.
Day 16 · Paper route and real-space gate
- A: Describe: State START, STOP A, STOP B and PAUSE SPACE, then name one real safety check before any play.
- B: Trace or point: Direct an adult along the broad paper path and point to the beside-path pause space and local safety check.
- C: Private map read: Hear Source D and explain what the diagram can show and what it cannot establish about a child moving.
Day 17 · Chosen action and evidence type
- A: Plan or opt in: Name a safe suitable reach, guide or other chosen action; an actual turn happens only after local access and consent checks.
- B: Direct without moving: Use broad action labels to guide an adult or marker, then label the action ADULT or PAPER, not child movement.
- C: Private compare: Read Source D's different actions and tell the educator why one speed or body position is not required of everyone.
Day 18 · Pause and change course
- A: Choose cue: Say, sign or use AAC to pause a paper turn; opt into actual play only with an accessible agreed cue.
- B: Point: Put a broad PAUSE card on the two-stop path, then point to the clear-path check before restarting.
- C: Private explanation: Tell the adult what Source D's pause rule asks, and distinguish printed instruction from observed movement.
Day 19 · A fair rule revision
- A: Explain: Replace the fictional “go faster” line with a rule that leaves time and space for a safe turn.
- B: Arrange cards: Put FINISH SAFELY, WAIT OUTSIDE PATH and NEXT TURN in a fair order, with access supports chosen by the participants.
- C: Private source read: Quote the Source E line that changes the rule, then say what actual play would need to be observed separately.
Day 20 · Fresh Case G response
- A: Spoken or signed: After first neutral read, answer the three new teacher-held check questions without a content cue.
- B: Point or AAC: Use broad case labels to answer the same questions; an adult records exactly what you chose.
- C: Private read: Hear Case G privately, quote the same evidence line and distinguish a paper plan from actual observed play.