Offer all choices to everyone; no diagnosis, fixed style, stereotype or hierarchy. A child may combine/change routes, keep private, rest/pass, use established AAC/sign/words or direct a neutral adult. Give broad materials through local access review; no touch, handwriting, sound, singing or public solo is required. Each row preserves the day's Music goal; a no-sound composition plan is not aural/timing/child-performance evidence. Adult makers are named separately. Source responses and audience receipt require actual encounters. Fresh-check support is neutral, with first response saved before hints.
| Day | Look/read and choose | Raised/exact described and direct | Optional reviewed making or same-goal silent route |
|---|---|---|---|
| 151 | Encounter actual Page Turn score and source card; compare corresponding A choices and one B change. Point/choose own source-backed observation about why this model was made, or ask a question. | Adult gives the complete actual score/source through exact description or raised rows; child directs a mark to a repeated A or changed B place and responds through their established system. Adult supplies no personal meaning. | After separate clearance, choose one whole candidate with score/source, or encounter that complete work silently. Explain a repeated backing/change and stated model purpose; no-sound responding does not establish hearing. |
| 152 | Choose four A sound/wait cards with one to three sounds, copy all four to round 2 and compare corresponding positions. A label/title and private keeping are freely chosen; all waits matter too. | Direct a neutral adult to make two broad four-place A rows or read an exact dictated sequence. Child selects every decision and confirms correspondence; directed placements are child's plan, not the adult's composition. | Try one's repeated A with a reviewed familiar source and adult pointer, or trace/direct the same silent repeat. Keep intended choices and actual maker/timing fields separate; there is no speed or vocal requirement. |
| 153 | Hold A's complete repeat while choosing a first B and different second B idea. Show one local B change on a score and check A; an empty B round is allowed in open composition. | Choose sound/wait via established communication while adult places broad A/B cards exactly. Confirm A correspondence and removed/added local B decisions; question cells remain undecided until child's choice. | Rehearse first then second round with willing reviewed makers, or use a silent shared pointer through the same paired columns. Child may direct adults; changed B choices in paper do not prove independently maintained parts. |
| 154 | Make an own score with repeated backing and changed B for a paper book, picture show, toy scene or music alone. Choose a title/purpose or not stated and one version to keep privately. | Direct broad rows or exact full-word score through a neutral adult; select repeat/change and proposed use without making/touching a prop. Actual book handling or story narration is not needed for the Music goal. | Try the own tiny duo with reviewed sources/willing makers, or read/direct it silently alongside an imagined show. Save intended use separately from actual heard/made/audience fields; no claimed reader effect is assigned. |
| 155 | Read unfamiliar T/U, choose the exact A repeat, show all corresponding positions, changed other A positions and B's relation. Save first response before self-revision; no answer card/audio is displayed. | Receive neutral complete fresh descriptions/raised equivalents and public questions. Direct own answer via AAC/sign/words/marks; adult can orient local numbers but does not match/classify or supply the changed places. | No matched recording/live demonstration during first check. Use silent score/exact description to identify repeat/change and held features; say what paper cannot prove. Save access/support/pass and first answer separately. |
| 156 | Revisit actual Page Turn purpose/source, offer an observation/question and choose an own different or matching accompaniment use. Source intention and personal proposal are recorded as separate ideas. | Encounter full source text and exact score through description/raised rows. Child responds to the actual model's stated teaching purpose and selects an own use through established communication; no community claim is taught. | Choose a short reviewed own trial after source responding, or silently read the same own repeat/change plan. Model source access need not include sound; listening, benefit, actual use and performance remain distinct observations. |
| 157 | Cover B, read A's two rounds; then read B and both. Choose a place to rehearse again or stop, noting which A choices repeat while B changes in the own short piece. | Direct willing neutral readers through A alone, B alone and both broad rows at a comfortable shared pace. Child chooses roles/another try/private keeping; an adult's coordinated sound is adult performance. | Make one reviewed part with willing partner/adult or direct two adults, then both by choice. Alternatively use silent cards/pointer for the same rehearsal plan; actual pulse/independence is recorded only when accessible and observed. |
| 158 | Save an own first plan, revise only second B, compare all removed/added local decisions and hold both A rounds/first B. Choose favourite version; changed count is allowed in this open making. | Child directs an adult copy and exact changes to second B only, then confirms corresponding held parts through broad/raised/exact text. Neutral scribe preserves the child's first/revised versions and support accurately. | Try first/revised versions with fixed reviewed sources and willing makers, or direct silent realizations. Child can prefer either/both; intended held choices do not guarantee identical sound, timing or source in actual trials. |
| 159 | Choose private keeping, an actual willing reader/listener or a varied approved real source. Share own repeat/change piece if wanted and save actual recipient/medium/receipt rather than an imagined yes. | Invite an actual willing recipient through established communication; adult can present child's score on direction with their permission. Wider context uses approved actual maker/source/purpose; unavailable sources leave wider inquiry held. | Share a reviewed short duo, direct willing adult makers or share silently through exact score. Child performance, adult performance and actual audience receipt are different fields; no public upload or forced listener reaction. |
| 160 | Read the complete new source/public rules, hold all A/first B and independently choose second B. Show removed/added positions and held features; save first plan before hints and independent self-revision. | Neutral adult gives exact full source, local numbering and public rules, then places only child-directed sound/wait decisions. No solution is provided; pass/unavailable access is unobserved rather than a wrong Music answer. | No matching sound or demonstration for first check. Silent/exact/raised composition access meets the same revision goal; optional musical reason may be not stated. Do not turn an unplayed plan into a child-performance claim. |