Original practice source · PUPPET-PLAN-11
Created by SubjectNest/NeuroForgeIO Pty Ltd, 30 September 2026, as a computer-authored fictional picture plan for practising data representation. It reports no real child's routine or actual puppet performance.
| Position | Activity | Picture | Symbol in this key |
|---|---|---|---|
| FIRST | READ | Open-book outline | Circle |
| NEXT | MAKE | Broad page with a diagonal mark | Triangle |
| LAST | REST | Seat outline | Square |
This practice source says READ → MAKE → REST. REST is the character's planned pause, not a demand that a learner sit still or be silent. Words are read aloud when helpful. Symbols have these meanings only through this particular key; a circle does not universally mean read. The diagram is a proposal, not a completed real routine.
Objects, pictures and symbols
- Objects: if locally suitable, an approved large picture-book can represent READ, a broad blank sheet MAKE and a broad clean cloth REST. The educator prepares access and the mapping before use. Show/place them in the plan order; a repeated activity can show the same suitable object twice in sequence, without purchasing duplicate objects. Describe the order as you go. If no suitable objects are available, discuss the proposed object mapping and leave actual object representation unobserved.
- Pictures: draw/point/direct the three distinct original book, marked-page and seat outlines, retaining the activity and position. These drawings are pictures; the source does not establish the child's actual book use or need for rest.
- Symbols: circle READ, triangle MAKE, square REST in the supplied key. Read exact labels or use agreed broad/tactile cues without relying on colour. An educator may prepare suitable raised cues only with welcomed access; touch is optional.
One broad paper strip with three spaces is enough for the picture/symbol job. No scissors, small fasteners, food, personal photos, body movement or new purchase is required. School-approved objects/device preparation and safe supervision are educator work. A child can use one slot now, another sitting, a child-directed scribe or a private/pass route. We assess the intended representation; handwriting, speed and memory are not the target.
Child-owned version
Child chooses a new three-part fictional plan; repetitions and own activities are welcome. They may make a new picture/symbol key. An adult reads or draws only what the child directs, with that support recorded. If they choose own labels outside READ/MAKE/REST, keep them on paper rather than squeezing them into the screen helper's fixed practice key. Exact source-equivalent description and suitable broad cues support the same task; do not invent child decisions.
Their own made drawing/strip can be one example they identify as their data. Ask “Whose drawing is this?” neutrally; supplied source art belongs to its creator. Identifying a made strip as one's data does not provide permission to publish it or complete every personal-data context. Use an empty category such as MY DRAWING if no identifying values are needed. Keep real work within the school's ordinary private record arrangements; no public upload or home donation.
One useful note
Educator can keep one sample: source/key and position; actual child choice/representation/help; whether physical objects or a real digital system were encountered; one useful next invitation. Record an actual willing reader's words/action only if someone really tried it. There is no full daily child worksheet or required successful-reader test.