25 minutes · AC9MFA01 (recognise, copy and continue patterns represented in different ways); partial practice · educator review pending
Success: The child copies and continues a repeating structure after changing its objects or format, and shows which positions correspond.
Prepare per pair: dot/dash picture cards, two tactile shapes, tap/rest symbol cards, pattern strip and P2/P3/P6 cards. The original shape card sheet supplies six line and six dot cards plus circle/square substitutes. Offer a silent route by default; sound is optional.
- Retrieve, 3 min. Show dot–dash three times. Ask for the unit and next position; key: dot–dash, next dot.
- Model, 6 min. Lay dot–dash–dot–dash–dot–dash. Under it lay raised circle–bar–circle–bar–circle–bar. Say, “The objects are different, but each first place matches a circle and each second place matches a bar. Both repeat a two-place part.” Continue both for dot/circle, dash/bar, dot/circle.
- Guided game, 9 min. Partners choose an AB picture pattern and recreate it with two safe movements, tactile marks, or quiet tap/rest symbols. A second route translates AAB leaf–leaf–pot to line–line–dot. One checks that every corresponding position is kept, then swap. No child must make sound or move publicly.
- Fresh try, 4 min. Show line, dot, dot, line, dot, dot. Ask for the unit; then “Use circle for line and square for dot. Show the next three in the new shapes.”
- Check, 3 min. Compare original and translated strips position by position. Key: unit line–dot–dot; next in new shapes circle, square, square. The AB example continues circle, bar, circle.
If the child merely alternates the new shapes: Bracket the original three-position unit and translate one position at a time; check that the two consecutive dots became two consecutive squares. If the child cannot access the original sound form, provide its visible/tactile marks and record the route used.
Access and record: Large/tactile cards, plain text, AAC and child-directed partner movement are valid. Record whether the child copied, translated, named/shown the unit and continued it; a route change may show pattern reasoning without proving perception of the original sound.