# An arranger's words

An ordinary teaching idea. The example below is made up; your own work can stay private.

## Have a go

1. Read Ravi's exact words below.
2. Tell which part he chose and whose reason is given.
3. Keep an own question or a feature you might use; do not guess another maker's intent.

## Example and reasoning

Fictional Ravi says, “I put a START card beside my picture choices so I know where to begin.” The account supplies that person's stated reason and chosen feature, not a manufacturer's reason or this real child's familiarity. Ask who says why and what the feature is. Next help: attribute a different fictional person's use before inviting an actual familiar example if wanted.

[Related teacher plan](../teacher/day-172.html)

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<summary>Grown-up help</summary>

Offer speech, sign, AAC, pointing, drawing, faithful dictation, usual home-language support when competent, private work, pause, rest or finish. Ask one part at a time and keep its meaning. No partner, winner, score, time limit or fixed response length is required. Use only locally suitable broad whole paper/card, a checked marking tool and a stable comfortable table. A helper may act exactly as directed; keep the child's idea and the actual operator's action separate. Record an actual event only when it happened. A missing record can mean unknown; it does not establish that no action happened. A supplied story remains fiction.

Show the worked reasoning after an offered own idea where useful. This context is not a held first/later source.

[Full notices](../SOURCE-NOTICE.html)

</details>