Use these after the teaching source as an optional change of context, never to rehearse the fresh held checks. Every scene is invented and uses class-owned or community-general objects. A worked response is a model of reasoning, not a report that an adult helped or a child moved. The school-approved adult route always overrides a fictional label. Do not use a child's own harm, family, body or possessions as an example.
Day 11
- Library shelf. Fictional Ari needs the class-owned picture atlas; a vague “help” lacks an object. Worked report: “Could you help me find the class picture atlas?” names the needed item.
- Garden table. Fictional Bo needs the large classroom watering chart. Worked report: “Could you help me find the watering chart?” is a specific low-stakes request, not evidence of actual help.
Day 12
- Art corner. Fictional Miri asks approved Adult A for a class paint mat; A is busy. Worked report: Miri stays with supervision and asks the school-approved Adult B under local policy.
- Music shelf. Fictional Jo asks A for a large rhythm card; A cannot respond. Worked report: A second specific request to verified B is a rehearsal; an urgent real concern uses school policy immediately.
Day 13
- Shared puzzle. A puppet asks for the class puzzle tray and hears “not now.” Worked report: The puppet leaves it and asks for another class tray, without demanding a reason.
- Projector pointer. A puppet asks to use a class pointer; the adult says no. Worked report: “Okay” accepts the answer; asking for a different tool does not reverse it.
Day 14
- Map board. A class map board is occupied, and fictional Lee wants to draw. Worked report: Lee accepts “not now” for that board and asks an approved adult about a different class surface.
- Book box. Adult A cannot find the class book-box label. Worked report: The puppet makes a specific label request to verified B under school supervision, rather than assuming a real route from this card.
Day 15
- Post-check shelf. A puppet asks to use a class stamp mat and hears no. Worked report: After the first check record, practise accepting no and choosing another mat; this scene is unrelated to held Case F.
- Post-check display. A puppet needs help locating a class display strip. Worked report: A precise request names the strip; asking a verified next adult remains subject to local policy.
Day 16
- Quiet desk circuit. A paper map has TABLE, SHELF, BOX with a pause box beside it. Worked report: Tracing the map shows a plan; a real room needs clearance and access checks before any activity.
- Courtyard drawing. A fictional route goes GATE, BENCH, MAT. Worked report: The drawing cannot tell whether the actual ground is clear, accessible or supervised.
Day 17
- Large foam tile. A checked tabletop offers a gentle push or guide. Worked report: The child can choose a suitable actual action; an adult-guided tile is recorded as adult action if the child did not move it.
- Fabric square. A fictional maker chooses a slow hand guide; another chooses a different approved action. Worked report: Both can work toward the route without comparing bodies or speed; paper choices are plans.
Day 18
- Reading-corner course. A paper marker reaches a wide pause circle when the visible card is raised. Worked report: Pause the marker and check the next space; no real stop action is inferred.
- Low table path. An adult says “pause” before a fictional marker reaches the edge. Worked report: The planned next action is stop and re-check; any actual child action needs separate observation.
Day 19
- Model town path. Two puppets want the same broad lane. Worked report: “One finishes safely, then the other starts when clear” makes room without a speed target.
- Class card delivery. A puppet uses more time to place a large card. Worked report: Let that turn finish and offer the next participant a safe waiting choice, not a demand to hurry.
Day 20
- Post-check stage mat. Two fictional markers approach a single wide paper lane. Worked report: After the fresh check, revise the one-at-a-time rule; a proposal is not evidence of actual fair play.
- Post-check resource trolley. A class-owned large board is moved by an adult for a paper demonstration. Worked report: Describe the adult's action accurately; do not credit the child's physical skill from it.