Change the fictional setting while holding the musical constraint. Use the child’s own interests and choice; no identity stereotype, real device, material test, public performance or family disclosure is required. Positions below are practice solutions for the adult. Days 135/140 examples follow their fresh checks. Counts mean marks in each line, not speed, height or volume.
| Day | Worked swap 1 | Worked swap 2 |
|---|---|---|
| 131 | Book-marker sounds: an invented book A sounds at place 4, bookmark B at 6; waits elsewhere. Child reads A/B in each column; both wait at 1. Keep six shared places, change only story. | Toy lights: first light A at 2, second B at 5. Read place 2 A sound/B wait; place 3 both wait. Child chooses another two-mark plan; no actual object/device action is inferred. |
| 132 | Paper kites: A/B both at 1,2,6; both wait 3,4,5. Child shows the three shared start columns and one empty column; colours/shapes do not prescribe a feeling. | Invented garden lights: A/B both at 2,3,4; both wait 1,5,6. Child names place 3 as two parts together and place 5 as neither; no real garden evidence. |
| 133 | Library display: A 1,2,4; B 3,5,6. Exactly one part per place, three each. Reader names A/A/B/A/B/B; the story changes but column logic holds. | Toy stage: A 3,5,6; B 1,2,4. Reader names B/B/A/B/A/A and verifies no both/empty column. This models texture, not actual turn-taking behaviour. |
| 134 | Two drawn stars: maker chooses both lines at 1,4,5 and says “they appear together.” Show place 4 as evidence; accept another purpose and record no actual listener. | Paper machines: maker chooses A 1,2,4, B 3,5,6 and says “one then the other.” Show place 2 A alone; actual machines/material properties remain untested. |
| 135 | After Check Texture 1: planet-display practice V A/B 1,2,4; W A 1,2,4 B 3,5,6. V meets and W has one line per place; cite place 2 and hold A/count. | After Check Texture 1: book-tab practice V A/B 3,5,6; W A 3,5,6 B 1,2,4. V meets, W turns; both lines wait at V place 1; do not overwrite first check evidence. |
| 136 | Paper lighthouse score A 1,4,6; B 2,3,5. Read A alone with B covered, then both: B fills A-waiting places. Covering a page does not prove physical muting. | Maker-table score A/B 2,3,6. Read B alone then combined: A joins B in the same three places. Record only score reading unless real sound actually occurs. |
| 137 | Invented fireflies: A 1,2,6; B 1,3,5. Both at 1; A alone 2; B alone 3; neither 4; B 5; A 6. Child explains meet/separate using two places. | Toy window lights: A 2,4,6; B 2,3,5. Neither 1; both 2; B 3; A 4; B 5; A 6. Empty columns are allowed here; no emotion is keyed. |
| 138 | Book markers first A/B 1,3,6; revised A 1,3,6 B 1,4,5. B removes 3,6 adds 4,5; A and three B marks hold. Name place 3 together→A alone. | Paper boats first A/B 1,2,4; revised A 1,2,4 B 2,5,6. B removes 1,4 adds 5,6; A and count hold. Name place 2 still together; no actual river sound. |
| 139 | Invented maker display: child invites a willing reader to see A/B 1,4,6. Reader actually says “both at 4” only if it happened; log exact response separately from maker meaning. | Private book score A 1,2,4 B 3,5,6: learner may keep it private or ask a willing recipient what they notice. A fictional answer practises attribution and leaves FP01 held. |
| 140 | After Check Texture 2: drawn lights A/B initially 1,4,5; keep A, move B to 2,3,6, waits elsewhere. Removes 1,4,5/adds 2,3,6; six one-line places, three each. | After Check Texture 2: toy display A/B initially 1,2,6; keep A, move B to 3,4,5, waits elsewhere. Removes 1,2,6/adds 3,4,5; reason is child-owned, not keyed. |