Offer these as choices, never as an assumption about a child's family, culture or modality. No printer, speaker, instrument, purchase or adult performance is needed at home. Families may do nothing; the school supplies all materials and evidence.
| Day | Optional school interest bridge | Optional time-light home bridge |
|---|---|---|
| 101 | A child who likes dinosaurs chooses two opening pitch cards for an invented scene. | Draw three large boxes with two dots/slots each and point to OPENING. |
| 102 | A child who likes vehicles copies an imagined vehicle cue into RETURN. | Place two paper marks at start and end in the same order, silently. |
| 103 | A child who likes plants gives the middle a different mark while the final opening returns. | Make a quiet three-pair card line from scrap paper if wanted. |
| 104 | A child who likes puzzles sorts an exact return from a reversed ending. | Adult reads two endings neutrally; child points to the exact copy. |
| 105 | Keep Return 1 neutral so its first response remains independent. | After the check only, try a different invented three-section score. |
| 106 | A child who likes experiments separates a score plan from an actual sound trial. | Leave ACTUAL as NOT TRIED; no home sound test requested. |
| 107 | A child who likes drawing uses circle/stripe source cards for section form. | Point to round/striped paper marks, with no object making sound. |
| 108 | A child who likes space authors a three-section cue for a fictional spacecraft. | Child can keep their paper score private or show it by choice. |
| 109 | A child who likes teaching invites one willing reader to trace their score. | Families can receive a score if the child offers; no response obligation. |
| 110 | Keep Return 2's source-key blanks free of worked clues during check. | After check only, create a different blank-return row together if wanted. |