Use the child-facing question in a calm tone and accept pointing, AAC, a card, drawing, dictated words or a pass. Do not “perform the right answer” during a fresh check. Never ask why a child chose a route or infer sensory ability from it.
| Day | Short prompt |
|---|---|
| 11 | “Where could four steady beat places go? Show them and tell me what your paper idea is for.” |
| 12 | “Which one of the four would you like to mark as special? How many beat marks stay?” |
| 13 | “Both have four beats. Which plan has more time between beats? Which has less?” |
| 14 | “Can one star move to the finish while the four beats stay where they are?” |
| 15 | “Keep the four marks. Put the one star where the new visitor plan asks.” |
| 16 | “Which row holds the steady beat? Which place has the one answer?” |
| 17 | “What stays when the answer enters one place later?” |
| 18 | “Choose one answer place. What do you want that timing to suggest?” |
| 19 | “Who made this score? Would you like to share it with a willing person, rehearse on paper or pass?” |
| 20 | “Keep the four beat marks; add one answer after the third. Show me why it fits.” |
Record language: “Child placed star at count 4” is observable. “Child heard an accent,” “played accurately,” “helped a person,” and “audience enjoyed it” require direct, separate evidence. In a candidate-audio session, record whether the approved cue was actually played, whether a child chose to hear it and their own words, without turning silence into a deficit. For a real work, record maker, permission and source context before citing AC9AMUFE01. For a real audience, record who was willing and whether score or sound was actually shared before citing AC9AMUFP01.