Read the same source wording available on paper. Pause at punctuation; do not paraphrase fresh-check F/G/H during independent response. This is a transcript for live reading or approved local recording, not an audio file. Offer quiet text alongside speech and let the learner control volume or opt out.
| Day | Exact short launch cue |
|---|---|
| 1 | “Whose public account tells us about this place, and what question can it answer?” |
| 2 | “A stone channel, a community page and a research report are different source kinds.” |
| 3 | “Before saying how old something is, say what sample was dated and where it came from.” |
| 4 | “Name the landscape's components; do not treat a name as permission to enter.” |
| 5 | “Read F. Say what was decided in 2019, what was not dated by this decision, and whose Country it concerns.” |
| 6 | “Which source helps this exact question? Name its maker and a limit.” |
| 7 | “Reading a public page, copying an image and visiting a cultural place each need different decisions.” |
| 8 | “An honest museum label names the speaker and leaves room for custodian review.” |
| 9 | “Build a claim from three sources, then name what the sources cannot tell us.” |
| 10 | “Use G and H. A possible feature still needs checking, and an offered guided program still has access rules.” |
After each cue: ask “Which source ID?” and wait. Do not supply the inference during a check. The teacher can offer AAC, transcription or a scribe and log that support. No diagnosis-specific route is prescribed.
Original SubjectNest spoken transcript © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.