Accept cards, drawing, pointing, AAC, a neutral reader/scribe or pass. During O/P, save the child's first full answer before modelling the solution. No child owes a reason for access route or withdrawal.
| Day | Say or show |
|---|---|
| 41 | “Can the answer copy all four marks from the call?” |
| 42 | “Keep the first phrase. Which one reply mark will change?” |
| 43 | “Which broad role goes first, and where does the arrow lead?” |
| 44 | “Which reply is your choice? What is different inside it?” |
| 45 | “Keep the unfamiliar first J. Change only the named answer place.” |
| 46 | “If these are source labels, what sound is still only a plan?” |
| 47 | “After the source cards trade places, what rhythm marks stayed?” |
| 48 | “What two-phrase musical idea did you make? What is your intended effect?” |
| 49 | “Who made the authorised real work? Would you like someone willing to receive your score or pass?” |
| 50 | “Keep first V; change the specified reply mark and its source label.” |
Record precisely: “Child planned an answer and marked a hand-off” is supported by a score. “Child heard two pitches,” “played the answer in time,” “two children took turns,” “listener understood it,” and “the real work served a particular community purpose” each need their own observed or maker-sourced evidence. Source cards and synthetic candidate cues cannot fill those gaps.