# Ten short Digital Technologies starts

Each optional structure is 3+4+5+7+4+2 = 25 starting minutes. Timing/preparation is unmeasured. Adapt the pace, take one useful part or continue later. Use the [small kit](MATERIALS.md), [switchable routes](LEARNER-CARDS.md) and [device gate](DEVICE-GATE.md); one practical choice/representation comes first. Physical object, picture/symbol and real system evidence remain distinct. Integrated [Week11](../../../term-2/week-11-ten-ways-to-see.md) and [Week12](../../../term-2/week-12-sharing-tools-and-space.md) are broader read-only contexts; their other-subject targets are not scored here.

## Week 11 · Day 51 · Show one little plan

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “What does this character plan first?”

2. **Choose/look · 4 min.** Read PUPPET-PLAN-11 in three short chunks; let the child point to a choice before extended talk.

3. **Model/access · 5 min.** Show one picture and its activity, then its keyed symbol. Put the model aside.

4. **Child task · 7 min.** Show/direct READ, MAKE, REST in the supplied order using a picture or symbol strip. If suitable objects are ready, represent one part with the object too.

5. **Check/respond · 4 min.** Ask “Which choice does this mark show?” Keep one source-linked choice/position and actual representation/help.

6. **Close · 2 min.** Keep the strip or choose a different story next time.

## Week 11 · Day 52 · Choose our own three things

**Target/codes:** AC9TDIFK02, AC9TDIFP01; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Your character, your plan. What could they do?”

2. **Choose/look · 4 min.** Offer the three practice choices or their own activity; repetition, private choice and pass are fine.

3. **Model/access · 5 min.** Adult models an unrelated MAKE, READ, MAKE plan. Explain that two MAKE choices are two occurrences, not an accidental extra activity.

4. **Child task · 7 min.** Child chooses three activities for an invented character and makes/directs three broad pictures. Start with one part and continue later. Ask whose made strip it is without requesting a name.

5. **Check/respond · 4 min.** Capture child choice/order/own-data identification and support separately. An adult-selected model is not the child's own choice.

6. **Close · 2 min.** Choose a title, no title or keeping the plan private.

## Week 11 · Day 53 · Same choices, another form

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Can we show the same plan another way?”

2. **Choose/look · 4 min.** Use the child's actual strip or the exact practice source. Read each position, one at a time.

3. **Model/access · 5 min.** Match one activity across a suitable actual object, picture and keyed symbol; keep proposed object use separate where unavailable.

4. **Child task · 7 min.** Child shows/directs the same chosen records in a different form. Use actual approved objects if available; repeated choices may show one object twice in order. Keep position/key visible.

5. **Check/respond · 4 min.** Compare the source with the new representation. Accept an exact equivalent or ask which position needs another look; no memory race.

6. **Close · 2 min.** Keep either form or both. Different decoration need not change the activity data.

## Week 11 · Day 54 · Make the plan useful

**Target/codes:** AC9TDIFK02, AC9TDIFP01; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Who might this little strip help?”

2. **Choose/look · 4 min.** Choose a puppet story, an actual willing reader or private self-use. No person has to participate.

3. **Model/access · 5 min.** Show how a large picture plus a clear key can explain one source record. Do not assign a reader response.

4. **Child task · 7 min.** Child chooses a useful representation and directs/makes their own strip/key. If useful, ask neutrally “Whose made drawing or strip is this?” and record the child’s own identification or leave P01 unobserved. If a willing person tries it, ask what the first choice means and retain their exact action/words.

5. **Check/respond · 4 min.** Notice whether the strip preserves the intended choices. A reader's actual answer and the child's preference are different evidence; no listener means NOT TRIED.

6. **Close · 2 min.** Choose keep/change or private rehearsal; no upload or photo.

## Week 11 · Day 55 · A new plan to represent

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Here is a different character's plan.”

2. **Choose/look · 4 min.** Give fresh Check G neutrally, one source chunk at a time. Keep practice examples and separate key away until first capture.

3. **Model/access · 5 min.** Explain response options using empty spaces only; give no matching worked answer.

4. **Child task · 7 min.** Child completes Check G through their chosen pointing/drawing/words/sign/AAC/director route. They represent its source order with a new form; actual objects only if locally prepared.

5. **Check/respond · 4 min.** Save the first child-controlled response/help before feedback. Give one next teaching move; not a secure exam or speed grade.

6. **Close · 2 min.** After capture only, offer the unrelated Day 55 practice choices or stop. Unfinished parts can continue at another short sitting; they are not yet observed, not wrong or a speed score.

## Week 12 · Day 56 · A screen can show our choices

**Target/codes:** AC9TDIFK01, AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “What could this screen help us show?”

2. **Choose/look · 4 min.** Use the actual approved running helper after DEVICE-GATE, or the complete paper equivalent. Describe which route is actually used.

3. **Model/access · 5 min.** On a real system name the physical device/control and the running helper, then choose one activity and notice its screen picture/word/symbol. A paper drawing is not software.

4. **Child task · 7 min.** Child chooses/directs three slots in the helper or on paper. A real child-observed adult action is attributed; child operation and software recognition are noted only where observed.

5. **Check/respond · 4 min.** Ask what changed on the actual screen and what the system was for; record actual child/device interaction separately from a paper plan. No use means device NOT OBSERVED.

6. **Close · 2 min.** Clear the temporary helper choices or keep only an approved private paper sample.

## Week 12 · Day 57 · Pick a form that works for us

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Pictures, symbols or objects—which would you like to try?”

2. **Choose/look · 4 min.** Offer all available representations to everyone; allow a switch or a private plan, with no fixed learning-style label.

3. **Model/access · 5 min.** Read one pair of equivalent activity representations with its exact key. Both can hold the same data.

4. **Child task · 7 min.** Child keeps the chosen activity/order and tries another available form or asks a willing reader one small question. Own preference can guide a choice without claiming universal readability.

5. **Check/respond · 4 min.** Record what the child represented, their actual preference and any real reader contribution. An inaccessible form is a reason to adjust, not a wrong data answer.

6. **Close · 2 min.** Keep the form the child prefers today; it need not be their permanent route.

## Week 12 · Day 58 · Find and repair a copy

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “Does this copy say the same thing?”

2. **Choose/look · 4 min.** Use the child's original plan or the practice source. Preserve it; make a separate deliberate copy with one changed activity.

3. **Model/access · 5 min.** Compare one position at a time, with exact labels and no timed memory challenge. A source change differs from a copying error.

4. **Child task · 7 min.** Child compares the copy with its named original and repairs a mismatching picture/symbol or directs the adult. If their intended data changed, label a new plan rather than calling it a bad copy.

5. **Check/respond · 4 min.** Ask which source position supports the repair. Capture actual match/change/help; do not grade motor precision.

6. **Close · 2 min.** Keep a checked copy or choose a new plan later.

## Week 12 · Day 59 · Keep, explain or share

**Target/codes:** AC9TDIFK02, AC9TDIFP01; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “What would you like to do with your plan?”

2. **Choose/look · 4 min.** Child chooses private keeping, a willing reader, a puppet explanation or pass. No public audience, learner name or photo required.

3. **Model/access · 5 min.** Adult models “My picture means…” on an unrelated strip, with creator and exact key clear.

4. **Child task · 7 min.** Child explains/directs one actual own strip/key and identifies an example that is theirs, if ready. Share only through the locally agreed private scope; use supplied art attribution when relevant.

5. **Check/respond · 4 min.** Record the child's actual meaning/source/own-data statement and support. A sharing invitation is not proof of a listener response or permission for publication.

6. **Close · 2 min.** Choose one useful next idea or finish; no returned home record needed.

## Week 12 · Day 60 · A repeated choice in a fresh plan

**Target/codes:** AC9TDIFK02; partial/conditional opportunities in [crosswalk](CURRICULUM-CROSSWALK.md).

1. **Welcome · 3 min.** “One choice appears again. Show this new plan.”

2. **Choose/look · 4 min.** Give fresh Check H neutrally. Keep its details away from earlier practice and capture before examples/key.

3. **Model/access · 5 min.** Show empty response spaces and say repeated choices are permitted generally; supply no matching solution.

4. **Child task · 7 min.** Child represents Check H, compares its separate copy with its source and explains/directs the needed repair using exact positions. Break into small parts or another sitting if useful.

5. **Check/respond · 4 min.** Save first response and content help separately. An untried object/device route remains unobserved; a supported response is still useful for planning.

6. **Close · 2 min.** After capture only, use the unrelated Day 60 repeat example or finish. Unfinished parts can continue at another short sitting; no speed/completion score.