A-later · Two spaces on a drawn trolley
A fictional information card. Title: Our paper trolley. The drawing has a long tray above a small box. A label beside the tray says rulers. A label beside the box says chalk. The card does not say how many rulers or pieces of chalk are inside. No real trolley is observed.
Q1: What does the title help you find?
Q2: Where is chalk shown?
Q3: How many rulers are there?
Q4: Make a short report and keep a question separate.
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.