# Same goal, different ways in

Choose with the learner each day. These are options, not labels for particular kinds of children. Reduce crowding, repeat exact words, offer predictable steps, AAC/sign, accessible pointing, broad fixed raised outlines or adult-directed placement where locally suitable. Record actual source, child decisions, adult support and completed form. Exact object descriptions support reasoning; an unmade description is not a completed physical-object representation. A picture of a device is not actual system exploration.

| Day · task | Route 1 · quiet exact words / sign / AAC | Route 2 · broad object or adult-directed work | Route 3 · picture / symbol choices | Optional home bridge · about 3 minutes |
| --- | --- | --- | --- | --- |
| 41 · two forms | Read one A entry at a time; child describes the object and what its picture represents. | Child places or directs approved broad objects, then matches large pictures. | Choose large labelled book/cloth/box pictures; keep object form separate. | Pick one approved familiar thing. Describe a picture that could stand for it; no drawing required. |
| 42 · guide key | Read each meaning exactly; child says/signs/selects the matching entry. | Adult sets broad approved tokens only on child's direction; label the key. | Child chooses three distinct marks and documents their own meanings beside pictures/words. | Choose a pretend mark for a familiar thing. Tell a helper its agreed meaning; no universal meaning claimed. |
| 43 · reader try | Private comparison with source; repeat actual read-back if a willing reader replies. | Child directs clearer spacing or larger labels; actual placement is attributed. | Compare pictured guide with source and choose a repair or keep it. | Ask a willing household helper to read one non-identifying mark, or keep it private. Record only a real reply. |
| 44 · own data | Say/sign/select a category and reason; never fill its value. | Place broad blank category cards into child-chosen explanation groups. | Point to MY OWN DRAWING/KEY and distinguish supplied versus own-created information. | Talk about “something I made” without showing it or giving details. A child can pass. |
| 45 · fresh E | Neutral exact read-aloud; first representations described and recorded as descriptions. | Use locally approved prepared props if available, following child choices without hints. | Use blank rows and fresh labelled key; no worked answer before capture. | After capture, choose a new approved object and invent a different practice key. |
| 46 · A and C | Compare one named item's two labelled entries, then all three. | Child enacts/directs C; keep the earlier source separately labelled. | Lay two large picture/symbol records side by side; child identifies same/change. | Remember an earlier non-identifying drawing and make a labelled later version; imagined changes stay imagined. |
| 47 · incomplete D | Child says/signs “record doesn't tell us” or another exact explanation. | Place a broad NOT RECORDED card beside the unfilled entry, without guessing a location. | Show D alongside A/C with clear labels; explain why an old entry is not D's answer. | Make up a two-entry pretend guide with one empty field. Say what would need checking. |
| 48 · finder | Paper table read neutrally; child chooses source/item and interprets its answer. | Actual approved device access or adult-directed input; record who operated and child's decisions. | Pictures/Words/Symbols views use identical records; child can change the view or use paper. | Read one supplied paper lookup together; no extra screen time or account is needed. |
| 49 · own useful guide | Child chooses an actual approved collection, purpose and exact descriptions. | Child handles/directs familiar broad objects; source/date and support are attributed. | Make original picture/symbol guide with an explicit own key; unknowns remain marked. | Guide a helper to one approved familiar thing using agreed labels; no address/photo/upload. |
| 50 · fresh F | Read exact two records/key neutrally; record first response and support. | Approved prepared broad props only if available; child chooses each form/entry. | Fresh blank item-position rows, labels and symbol key; no answer cues. | After capture, choose one new-context practice from the swaps; keep fresh answers off it. |

No home completion is required. Families can stop after one entry. A busy day, a pass or unavailable props is an access record, not a deficit. If a language translation is needed, keep source labels and agreed symbol meanings exact; assessed use needs a relevant speaker's review. Do not invent First Nations translations or universal cultural meanings.