| Day | Say or show |
|---|---|
| 91 | “Which lane says pitch, which says source, and which says planned level?” |
| 92 | “Which one mark changed between these two takes? What held?” |
| 93 | “Trace all four places; which source card changes, and what else stays?” |
| 94 | “Which musical element changes in this pair? What is your reason for choosing it?” |
| 95 | “Compare matching places and lanes; save the first difference you find.” |
| 96 | “What does the paper plan? What, if anything, actually happened?” |
| 97 | “Could a reader find your edit from the key without you pointing?” |
| 98 | “Which one mark would you change for your own musical idea?” |
| 99 | “Do you want anyone to receive your score? What does the permitted source actually tell us?” |
| 100 | “Change one mark only, then check the other eleven and tell me why.” |
Save the first child-authored score before feedback. Say “planned,” “actually tried,” “child said,” and “actually received” according to what happened. A score match is not proof of hearing, making, comfort, audience or a community work. Avoid labels such as “auditory learner” or permanent ability judgments.