Day 121 · What are we finding?
Choose a small start
Make a little place to find one useful thing.
Complete source
Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket.
Day
121
Where to begin
Begin with one neutrally described item/key and wanted access if choices are unfamiliar. Prior sessions are options, not guaranteed mastery; add items or a real system turn only where suitable.
Adult reasoning for the different source
Use WATER to return the boat picture for this request.
A different complete source
Pretend travel box: ROAD labels a bus drawing and WATER labels a boat drawing. A toy character requests the boat. No journey occurs.
Materials
Broad scrap paper/cards and thick pencil or wanted faithful helper. Adult checks safe materials and approved device access. No small loose parts, cutting, food, purchase, printer, photo, account or outdoor visit required.
Next teaching
Offer two described broad finding jobs first. The child chooses one, gives or selects an explicit key, then directs its return.
Notice
One chosen job and a key linked to an intended representation.
Parent offer
Read the complete source above and offer the short child start. One card or one wanted direction is enough. Let the child choose their own job/key before using the worked reasoning. Use broad paper/drawing/usual communication or a faithful helper; devices are optional. If a real tool is used, name who chose and who operated, and keep only the result actually observed. Private/pass/rest/return are available. Keep a chosen own record if wanted, without identifiers or claims of progress from one task.
Choose a route
Id
D121-R1
Target
One chosen job and a key linked to an intended representation.
Words
Place two broad cards on a reachable tray. Direct the BED key and blanket return; the helper reads/moves exactly the chosen card.
Id
D121-R2
Target
One chosen job and a key linked to an intended representation.
Words
Draw or dictate a blanket and drum representation. Put a chosen word/outline/pattern by the blanket and show what the key names.
Id
D121-R3
Target
One chosen job and a key linked to an intended representation.
Words
Request the blanket through speech/sign/usual communication or partner-assisted choice. Direct a helper to use BED; observe or keep the choice private.
Teaching steps
Title
Choose a useful start
Words
Make a little place to find one useful thing. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.
Title
Model one meaningful link
Words
Complete source: Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket. Adult worked reasoning after the child’s first idea: Use BED to return the blanket card. The drawing represents a blanket; it is not a real blanket. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.
Title
Use a different whole source together
Words
Complete different guided source: Pretend travel box: ROAD labels a bus drawing and WATER labels a boat drawing. A toy character requests the boat. No journey occurs. Invite a choice/explanation before feedback. Adult worked reasoning: Use WATER to return the boat picture for this request. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.
Title
Choose a route with the same purpose
Words
Use one of the three complete routes below and switch whenever useful. A helper handles locally safe materials/equipment exactly as directed and reads neutrally. Record content help and actual operator. Paper and observation remain participation without becoming running software or independent child operation.
Title
Make or direct an own contribution
Words
Child start: Make a little place to find one useful thing. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.
Title
Notice and respond with teaching
Words
Specific observation target: One chosen job and a key linked to an intended representation. Specific next teaching: Offer two described broad finding jobs first. The child chooses one, gives or selects an explicit key, then directs its return. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.
Time
Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.
Title
What are we finding?
Week
25
Adult reasoning after an own attempt
Use BED to return the blanket card. The drawing represents a blanket; it is not a real blanket.