A-first · Two bins on a drawn shelf
A fictional information card. Adult reads all words. Title: Our paper shelf. The drawing shows a round bin on the left and a square bin on the right. A label beside the round bin says caps. A label beside the square bin says maps. The card does not name colours or an owner. No real shelf or child is shown.
Q1: What is the card about?
Q2: Where are the maps shown?
Q3: Does this card say who owns the caps?
Q4: Create a small report using a source detail.
You can tell, sign, point, use AAC or direct exact words. One part now, another later.
Grown-up help
Choose one short sitting; about 25–30 minutes is an author planning estimate, not a required dose or tested timing. Keep/pause/finish and a return later are valid. No purchase, outing, upload, account, private disclosure, recording, forced speech/eye-contact/movement or audience. Use established communication, sign/AAC, suitable enlarged print, keyboard or exact child-directed scribing as appropriate. Ask before touching/moving belongings; do not require handling real objects. Read rich text aloud or provide agreed exact text access: it is not automatic independent reading. No-print listening/composition alternatives keep meaning useful, but do not prove decoding. Adults record their own reading, phoneme cues, grapheme supply, spelling and physical marking separately. An actual oral report is oral; a picture+language text has actual stated components; an unwritten proposal is a plan. A scribe can preserve child composition while adult spelling/handwriting remains adult. Only observe handwriting when the child actually forms letters. Only record real interaction when a willing other person actually participates. Do not infer a listener reply from a paper figure, adult model or intended reader.
Give neutral exact source access. Hold keys/examples until response; actual suitable print selected separately. No public form is a secure test.