These public formative prompts are not secure tests. Offer speech, sign, AAC, eye gaze, pointing, drawing, a neutral adult scribe or locally approved broad fixed pieces. Read the exact source; do not demonstrate a held solution. Record the child's first response, access route, neutral prompts, scribe/physical support and who actually marked or placed. A spoken plan is a plan. The separate educator key stays closed until the first response is saved. No child needs a screen, real sign, physical material, sound or audience.
Check M · Day 35 · Fictional shelf card
The source is an invented Paper Planet shelf card, not a real sign. It shows an outlined TEARDROP to the left of an open BRACKET. Its meaning is UNKNOWN. Two blank IDEA spaces are supplied on the large page, each wide enough for a two-panel plan; exact spoken description is also valid.
- Give two different two-panel image plans about someone noticing this unknown mark and bringing a question to a responsible adult/helper in the imaginary story. You may arrange panels across or down, change the way the viewer finds the first panel, or choose another art difference. Do not invent the mark's actual meaning.
- Choose one plan. Where should your viewer look first? Which one visual detail stays in both panels, and what changes? You may show or tell these choices.
- Tell who made any physical marks or movements, or say PLAN ONLY. This is about your image decisions, not knowing a real school's instruction.
Idea 1 · my two panels: _________
Idea 2 · my two panels: _________
My chosen path, same/change detail and why: ____
Mark meaning UNKNOWN; actual maker/handler or PLAN ONLY: ___
Check N · Day 40 · Path strip
The large source page has two new invented marks, an outlined BENT LINE and a solid SMALL BLOCK. No wire, cultural pattern, repeat order or intended meaning is supplied. There is a blank unit box and two blank strip rows.
- Choose an order for the two marks as your small unit. Show that same whole unit at least twice in IDEA 1. Point to or name one complete unit. A neutral adult may scribe it exactly.
- Show a second visual strip option using the same ordered unit at least twice, but change a visual art decision such as the space between full units, a boundary line or scale that leaves both marks recognisable. Do not silently change the order and still call it the same unit.
- Choose the strip you would show an imaginary viewer and say what you want them to notice. Name the actual maker/handler or PLAN ONLY. A real viewer response and mathematical transfer are not supplied.
My two-mark unit: __________
Idea 1 · repeated strip: _________
Idea 2 · same ordered unit, different art choice: _____
My choice, viewer idea and actual handler or PLAN ONLY: ____
Educator collection note: Use a school-controlled sheet for date, exact child response and supports. Record formative art decisions separately from real safety behaviour, a mathematics pattern judgement, real maker encounter or actual audience share. Keep any identifiable child work only under school retention/consent policy.