# Twenty original worked context swaps · optional practice only

Use these after the teaching source as an optional change of context, never to rehearse the [fresh held checks](ASSESSMENT.md). 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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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

1. **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.
2. **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.