Choose how to respond: speak, sign, use AAC, point, draw, move, make or direct an adult as the task allows. You can ask for a quiet/private route. Nobody needs to tell us about their home, body, identity or personal experiences. The original print mat and complete text route are optional. Your teacher will tell you whether a card uses real observation, an invented model or a plan only. Keep that label with your work.
Day 11 — What does the sign actually say?
Invented sign: ‘Return the shared atlas to the marked shelf after use.’ What does it actually ask people to do? Write one question about a real school's rule that this sign cannot answer.
Choose a route: Adult reads; child underlines; movable question-mark card.
Show: State a question that could guide checking and a claim the invented sign cannot establish.
Home/low-material: Make a made-up sign for a pretend shared shelf; do not name family rules.
Day 12 — Who makes a school rule?
Which could tell you a real school's current rule: an approved current policy, a learner's suggestion or an invented poster? Sort the sources and name what you would check.
Choose a route: Colour-free source cards; spoken sort; tactile yes/unknown columns.
Show: Name the source needed to answer ‘What is our current rule?’
Home/low-material: Ask about a pretend school or use paper source labels.
Day 13 — A consequence is not a punishment guess
Invented visitor cards: ‘I could not find the atlas’ and ‘I found it later.’ Match each report to its speaker. What might a return rule help with? What does neither card tell us?
Choose a route: Two speaker cards; comic strip; oral source matching.
Show: Explain one likely purpose of the return rule with ‘could’ rather than ‘always’.
Home/low-material: Use two paper messages about a pretend shared item.
Day 14 — Two views of one rule
Invented Ari values finding the atlas quickly. Invented Bela finds the shelf label hard to read. Record both views. Suggest a change that could help without pretending these two speak for everyone.
Choose a route: Listen to adult-read roles; draw a viewpoint bubble; point to tactile labels.
Show: Name whose views are represented and whose are still missing.
Home/low-material: Invent two neutral character needs about a shared box.
Day 15 — A rule proposal with evidence
At the made-up Maru room, a magnifier cannot be found and a visitor says the shelf marks are unclear. Propose one reversible change. Name a possible benefit, a possible difficulty and what you would check.
Choose a route: Voice, picture-plus-caption or AAC; two consequence tokens.
Show: Finish with ‘This might help because…; we would check…’.
Home/low-material: Use one paper notice in a pretend place; no purchase or real sign change.
Day 16 — Why join a community task?
A pretend book swap has optional roles: label maker, organiser and access checker. Why might someone choose to help? Why might they choose not to? Write a question for a real organiser.
Choose a route: Role tokens; oral list; drawing of optional tasks.
Show: Ask a respectful question that a real organiser would need to answer before inviting people.
Home/low-material: Use a pretend swap on paper; no actual donation or family contribution.
Day 17 — Map a contribution carefully
Draw an invented hall with a return desk and quiet table. Place optional roles on your map and label it MODEL. What access detail can this pretend map not tell you about a real place?
Choose a route: Raised-line outline; verbal left/right description; colour-free labels.
Show: Explain how the map could help plan but not prove a real location or accessibility feature.
Home/low-material: Use boxes and arrows for a made-up service.
Day 18 — Action and unintended effect
A pretend loud announcement might help some book-swap visitors and bother others. Compare it with a clear written or tactile sign: one possible benefit and one drawback of each. Who should be asked before a real change?
Choose a route: Two-option cards; short spoken argument; drawn pros/limits.
Show: State the proposed action with ‘may’ and name who would decide in a real setting.
Home/low-material: Compare paper options for a pretend desk.
Day 19 — Short sourced explanation
Two invented cards: a sign says ‘return atlas’; a visitor says ‘a larger label might help me’. Tell a three-sentence account that names each source and one thing you still do not know.
Choose a route: Three-part frame; AAC choices; picture/source matching.
Show: Share privately and point to the source for each sentence.
Home/low-material: Tell the three-sentence account orally with paper tokens.
Day 20 — New issue, bounded proposal
At the fictional Pera games table, a board remains out after closing. One visitor wants a clear return place; another values an open route. Propose a reversible rule, explain two possible effects and name what a real school would need to check.
Choose a route: Move source/view/action tokens; diagram; dictate a proposal with a reason.
Show: Give a short evidence-limited recommendation to a chosen listener.
Home/low-material: Build the proposed rule on a paper pretend table.
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