Read aloud, sign, use AAC, point, direct a willing adult or use exact description. These are equivalent ways to make an art decision, not learner labels or a hierarchy. Route A uses locally approved dry marks; B uses large prepared cards or adult handling with child direction; C needs no object, print, screen, touch, colour recognition or movement. Adult scribe repeats the child's choices for confirmation. A family route is optional, no purchase or submission, and never asks for child-identifying photographs. The matching worked contexts are in Practice swaps. Keep the teacher key separate from the two public checks.
Day 41 · One mark, more than one cue
Say to child: “Choose the part you want someone to find. Name a colour if you want. Add a shape, line or word so the part can be found without colour.”
- A · mark: draw an imagined object; give its important part a named colour and a dotted/striped/outlined mark.
- B · direct: choose from two broad fixed shapes and two named colour cards; direct an adult to place one and add a different line cue.
- C · no material: describe the object, chosen part and two independent finding clues. The adult reads the exact plan back.
At home if wanted: a carer describes a made-up box; child names the part and two cues. No real object or photo needed.
Day 42 · Which part comes forward?
Say: “Try two choices for the same picture. Which one would you choose to draw attention to your part?”
- A: make two small versions with the stripes/border on different parts.
- B: direct an adult to move a prepared broad stripe card between two locations; choose a named colour if useful.
- C: say or sign “first the ___ has ; second the ___ has ; I choose ___ because ___.”
At home: describe two ways an imagined toy might draw attention to one part; a spoken choice is complete.
Day 43 · Show one thing we found
Say: “Tell me whether your source is real and dated or made up. What detail will your art card show?”
- A: draw a detail from an adult-approved real object or invented object; use a named colour plus hatch/shape.
- B: direct the adult to place a large fixed detail outline and a broad cue; child chooses and confirms source status.
- C: describe the art card and source status aloud, signed or with AAC; adult repeats actual versus imagined detail.
At home: invent a finding about a story object and label it made up. No household inventory or data upload.
Day 44 · Make a small display card
Say: “Make one part easy to find in two ways. What will you keep or change?”
- A: make an original card and revise one line, mark or named-colour choice.
- B: direct an adult to set out two broad prepared choices and change one chosen feature.
- C: give an exact first and revised plan; confirm it when the adult reads it back. Record plan only unless made.
At home: a no-print oral “first/now” art card for an invented object; no display required.
Day 45 · Check Q
Say: “Two different art ideas for the imaginary cart. Choose one. Tell me how the chosen part can be found without colour.”
- A: draw two options on the blank check page and name a colour if useful.
- B: point to or direct broad prepared marks; the adult records the child-selected positions without supplying an idea.
- C: dictate/sign/AAC two exact options, selected one, intended focus and two cues; adult reads back neutrally.
At home: do not rehearse this held source. Later, invent a different vehicle and try the same two-option thinking.
Day 46 · Look back without guessing growth
Say: “Find one thing to keep and one thing you might try. You can start a new first draft today.”
- A: look at own approved work or make a new draft; sketch a possible change beside it.
- B: direct an adult to describe an approved work exactly, then choose a keep/try card.
- C: hear the fictional first/now basket description and describe a keep/try choice; if no own work exists, say new evidence.
At home: an adult may describe the child's own willing-to-discuss drawing, or use the invented basket; avoid a judgement of “better.”
Day 47 · Make a revision with a reason
Say: “Keep or change a cue. Tell me why.”
- A: make a second version with one deliberate colour/mark change or keep, then name it.
- B: direct adult placement of large fixed outlines in first/now spaces; child chooses the difference and reason.
- C: give an exact first/now description and reason, with no handling. Distinguish plan from made work.
At home: speak a revision for a fictional game token; no drawing required.
Day 48 · Explain your art
Say: “What should a viewer find? Why did you choose that mark? You choose whether to share.”
- A: point to own original work and speak, sign or write a two-part art explanation.
- B: direct an adult to hold/describe the work; child confirms or corrects the description.
- C: describe a plan privately, with AAC/sign/voice or adult scribe. A rehearsal is not an actual audience share.
At home: optionally tell a willing adult about an original drawing; no recording, submission or public post.
Day 49 · Real maker and optional viewer
Say: “What can you see in a cleared real work? What does its source say? You may share your own work or pass.”
- A: observe approved real work, respond to a documented maker/purpose, then choose a willing viewer if desired.
- B: receive exact adult description of cleared work and source context; give a response and direct private showing if chosen.
- C: hear the same credited context without image/touch; respond or pass. If no cleared work exists, use the fictional art question and mark real encounter not observed.
At home: choose an original own mark to describe to a willing person, or keep it private. Do not copy a community design.
Day 50 · Check R
Say: “The imaginary station clock is a teacher's first draft. Show one now choice, what stayed or changed, and why.”
- A: make a now version on the blank check page.
- B: direct an adult to place broad shapes in the blank now space; child controls cue and reason.
- C: dictate/sign/AAC an exact now plan and reason with two finding cues; adult reads back without suggestions.
At home: do not rehearse this held source. Later, describe a revision for a different fictional object.
Record without ranking routes
For each day, note child art choice; original or fictional source; actual maker/handler; route and support; any actual viewer and response; what remains unobserved; next teaching move. Do not infer colour vision, attention, communication ability or family resources from route choice. Use locally approved assistive supports and the child's preferences.