# Learner choices · three routes to each day's same target

The educator reads the [full original sources](MATERIALS.md) 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](ASSESSMENT.md) 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](ASSESSMENT.md) 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.