Every context is invented and child-safe. Use a familiar domain without claiming that our invented mark is real community signage or that every reader interprets it alike.
| Day | Bridge A | Bridge B / boundary |
|---|---|---|
| 31 | A pretend lunchbox game card could intend to invite someone to sort tokens. | A fictional library card could intend to explain a game rule; purpose must be stated by its maker. |
| 32 | An imaginary garden chart could define one mark for a paper tray. | A made-up shop card could define a different mark; meanings are local to that card. |
| 33 | A paper board game using one mark for two jobs can confuse a new reader. | A pretend bus-stop map can use two distinct marks; it is not a real transport sign. |
| 34 | A handmade shelf guide pairs each mark with its stated target. | A fictional snack-sorting card can give a picture legend; no independent reading required. |
| 35 | A new three-dot symbol must follow its new local legend. | This is a fresh teaching probe; do not rehearse its exact source before response. |
| 36 | A child can make an original paper puzzle instruction card. | A teacher can act as scribe for an original shape game while recording child choices. |
| 37 | A black-and-white copy of a pretend invitation needs more than colour. | A raised paper label can differ by number of lines or texture; check local material safety. |
| 38 | A willing educator can say what one invented mark meant to them. | A child can choose private rehearsal; no audience claim then. |
| 39 | A verified maker may say why their work matters to them. | An unverified online image stays on hold; no invented cultural interpretation. |
| 40 | A new fictional GO/PAUSE game uses two equal circle outlines without colour. | Choose a different outline or count while preserving the two meanings. |