These are access routes, not learner types. A student can switch daily. The common evidence target in the last column is the assessment construct; accept equivalent AAC/spoken/digital/handwritten responses while logging text access and prompts. Read-aloud access may support analysis but is not evidence of independent reading. For checks, let learners choose a route without supplying interpretation or the “best” quotation.
| Day | Route A · direct annotation | Route B · moveable/tactile evidence | Route C · dictated/AAC or digital composition | Common evidence target |
|---|---|---|---|---|
| 11 | Underline E's headline and two limiting lines; write a replacement. | Write three labelled strips headline / confirmed / limit, arrange, then explain a new headline. |
Dictate or type a two-part editor note with an exact E phrase and a proposed line. | Strong word + confirmed detail + limit + reader effect. |
| 12 | Mark F's simile and final two sentences; annotate change versus no change. | Order notice / tin / label / leaving strips, then justify one image. |
Record or type a close-reading note quoting one F phrase. | Textual choice + plausible effect + unresolved outcome. |
| 13 | Colour-free margin labels E/F/G by maker and audience, then compare. | Place three source labels beside three exact line strips; state one unanswered question. | Build a three-row table by keyboard or AAC: source / detail / purpose. | Accurate attribution across three texts + planned-change limit. |
| 14 | Handwrite a public paragraph on the editor sheet and mark one edit. | Arrange fact, route, limit and question strips; dictate the finished invitation. | Type or AAC-compose a complete public transcript and save two versions. | Supported invitation, twelve-slot limit, route, question and revision reason. |
| 15 | Annotate new K/L card independently and write an editor note. | Independently select two exact source strips, arrange claim/effect/limit and explain. | Type, record or AAC-compose an editor note with named sources and limit. | New-case comparison with makers, wording, effect and uncertainty. |
| 16 | Annotate H's invitation, format options and unanswered terms. | Place offer / not guaranteed / not yet specified labels beside exact H lines. |
Dictate or type a prospective contributor note and question. | Language choice + confirmed option + unknown. |
| 17 | Mark I's spoken line and fold stage direction; add bounded interpretation. | Arrange H headline and I dialogue/stage strips; explain the contrast. | Record or type a mini-analysis naming speaker and stage action. | Two textual choices + effect + individual-voice limit. |
| 18 | Cross-check J Drafts 1/2 against H and write a new caption. | Move invite / eight planned / permission question cards into an accessible reading order; dictate caption. |
Type or AAC-compose a 30–45-word complete caption/transcript. | Warranted public caption with selection limit and question. |
| 19 | Write before/after editor lines and an evidence-led reason. | Arrange H fact, I line, interpretation, unknown and question cards; dictate full note and saved edit. | Type/record/AAC-compose a public transcript with tracked revision. | Two-source note, audience fit, bounded inference, substantive edit. |
| 20 | Annotate new M/N card independently; write and revise headline. | Independently arrange selected exact lines with source labels and explain an accurate headline. | Type/record/AAC-compose editor note and replacement headline. | New-case contrast, stylistic effect, limit, unknown and justified line. |
Tactile setup: Use separate large-print numbered text strips, cut only where safe, and have the learner identify labels by touch/reading or directed partner handling. Do not substitute abstract shapes or colour for the actual words. A partner can move strips under direction; log the partner's role. The print text alternatives give the full sequence of each aid.