Offer broad cards, drawing, pointing, AAC, neutral reading/scribing or pass. For Q/R, save the first full answer before modelling its solution. No one needs to explain an access preference or perform for a peer.
| Day | Say or show |
|---|---|
| 51 | “Do the two lines use the same four places? May one line stay quiet?” |
| 52 | “Which column has two planned X marks together?” |
| 53 | “Read both lanes in this column. Which reader icon matches?” |
| 54 | “Where does the lower line join? Where does the upper line stop?” |
| 55 | “For each new column, choose upper, lower, both or quiet.” |
| 56 | “Which line, both drawn lines, quiet role or pass suits you today?” |
| 57 | “If lower count 3 rests, which place changes from together to upper alone?” |
| 58 | “What two-line sound plan did you make? How will someone read it?” |
| 59 | “Who made the real authorised work? Would you like someone willing to receive yours?” |
| 60 | “Keep the upper line. Change only lower count 2, then find together again.” |
Record exactly: “Child put both X cards in column 3” is visible planning evidence. “Child heard two tones,” “played both lines,” “waited for a peer,” “audience understood,” and “explained a community music use” require actual listening/play, direct observation, actual receipt or a maker-grounded real-work encounter as appropriate. A one-to-four column count is not a Mathematics attainment record.