# Make a tiny collection finder Pick a collection you care about: story pictures, toy drawings, invented creatures, art marks or another harmless small set. Make a key and find one thing. Keep a version you like. A useful small outcome is enough. Ten flexible Foundation/Queensland Prep Digital sessions 121–130 supplement the retained annual map; they do not replace its Week 25 picture-story/tool or Week 26 safe/fair-movement themes. Actual system exploration is conditional on a suitable familiar approved device. Paper representation is complete participation but does not prove running-software familiarity. Formal matching/coding is optional enrichment, not an extra Foundation descriptor or F–2 band requirement. For a beginning teacher: begin with one item/key, read the full source, invite an own idea, model, guide a different source and notice one relationship. For a busy parent: choose one child start or home offer today. All modes are flexible access choices for every learner, not fixed learning styles/neurotype labels. Change size/pace/contrast/sensory load/communication/help from actual needs. Wanted neutral reading and faithful scribing support meaning without proving independent print, motor or speech skill. Languages require a competent reviewer and exact meaning/alternative/prompt parity; no verified translation or First Nations authority is invented. ## Day 121 · What are we finding? **Short child start:** Make a little place to find one useful thing. **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. **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. **Entry:** 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. ### 1. Choose a useful start 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. ### 2. Model one meaningful link 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. ### 3. Use a different whole source together 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. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution 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. ### 6. Notice and respond with teaching 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. ### Three purpose-preserving routes **D121-R1** Place two broad cards on a reachable tray. Direct the BED key and blanket return; the helper reads/moves exactly the chosen card. Target: One chosen job and a key linked to an intended representation. **D121-R2** Draw or dictate a blanket and drum representation. Put a chosen word/outline/pattern by the blanket and show what the key names. Target: One chosen job and a key linked to an intended representation. **D121-R3** Request the blanket through speech/sign/usual communication or partner-assisted choice. Direct a helper to use BED; observe or keep the choice private. Target: One chosen job and a key linked to an intended representation. **Complete 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. ## Day 122 · One thing, two ways **Short child start:** Show one thing another way. **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. **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. **Entry:** 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. ### 1. Choose a useful start Show one thing another way. 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. ### 2. Model one meaningful link Complete source: Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip. Adult worked reasoning after the child’s first idea: The object, its picture and its given symbol have related meanings but are not the same physical thing. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Model workshop: a safe large cardboard wheel represents a wheel. A circle-with-spokes drawing represents that model. The zigzag key names the drawing. No vehicle is built. Invite a choice/explanation before feedback. Adult worked reasoning: Distinguish broad model, drawing and given key without calling the drawing a moving vehicle. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Show one thing another way. 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. ### 6. Notice and respond with teaching Specific observation target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. Specific next teaching: Place one safe broad model beside its drawing and invite a distinction through wanted access. If no object is available, keep the work labelled picture exploration. 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. ### Three purpose-preserving routes **D122-R1** Explore a safe broad object and drawing, or their complete descriptions. Place the given key beside the drawing. No available object means no actual-object observation. Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. **D122-R2** Draw/dictate a new representation of a safe familiar item and give it a chosen mark. Artistic realism is not required; indicate the intended link. Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. **D122-R3** Ask for neutral descriptions/tactile outlines and use usual communication to distinguish model/picture/key. Direct any helper handling. Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. **Complete 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. ## Day 123 · Give it a key **Short child start:** Make a mark mean something useful. **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. **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. **Entry:** 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. ### 1. Choose a useful start Make a mark mean something useful. 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. ### 2. Model one meaningful link Complete source: Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat. Adult worked reasoning after the child’s first idea: Here the ring leads to the hat drawing. Its meaning comes from this key, not every collection. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Pretend music drawer: triangle means drum picture and wave means bell picture. A puppet requests the drum. No sound is played. Invite a choice/explanation before feedback. Adult worked reasoning: Use the given triangle to find the drum picture; do not import the costume key’s ring meaning. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Make a mark mean something useful. 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. ### 6. Notice and respond with teaching Specific observation target: An explicit key names its intended representation without a universal-symbol claim. Specific next teaching: First choose between two items, then direct a broad mark and restate its meaning. Offer one request using that key. 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. ### Three purpose-preserving routes **D123-R1** Choose a word/outline/pattern/tactile mark for a broad card. Put a matching key beside it, then request/direct that item. Target: An explicit key names its intended representation without a universal-symbol claim. **D123-R2** Make/dictate a two-entry key using shapes or words. Show one item relationship without colour-only clues. Target: An explicit key names its intended representation without a universal-symbol claim. **D123-R3** Use two described choices through sign/AAC or scanning. Direct the helper’s key/card placement and ask for the exact meaning back. Target: An explicit key names its intended representation without a universal-symbol claim. **Complete 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. ## Day 124 · Ask, choose, see **Short child start:** Try a tool for a finding job. **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. **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. **Entry:** 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. ### 1. Choose a useful start Try a tool for a finding job. 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. ### 2. Model one meaningful link Complete source: Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported. Adult worked reasoning after the child’s first idea: Tablet/switch are hardware; finder is software. Jo’s chosen input serves finding the kite; Lee’s opening action is separate. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Invented account: an offline viewer on a laptop displays a flower drawing when Ren chooses its flower control. A helper moves the pointer exactly as directed. No photograph is taken. Invite a choice/explanation before feedback. Adult worked reasoning: Laptop hardware and viewer software serve displaying the drawing; the account supplies directed content choice, not independent pointer use. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Try a tool for a finding job. 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. ### 6. Notice and respond with teaching Specific observation target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. Specific next teaching: Demonstrate one neutral locally familiar control, invite a wanted supported try or rest, and record actual roles. Paper models stay paper; familiarity needs later actual opportunity if unavailable. 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. ### Three purpose-preserving routes **D124-R1** On an approved working device, use the later reviewed finder through a wanted keyboard/pointer/switch route. Choose a key and inspect its actual display for the finding job. Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. **D124-R2** Build/draw a cardboard screen. Direct the given paper input and returned picture. This explores the model, not running software. Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. **D124-R3** Direct an agreeing adult’s actual input through usual communication. Name the child decision/adult operation separately; neutral observation/pass remains available. Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. **Complete 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. ## Day 125 · A fresh finding story **Short child start:** Show what a new key can do. **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. **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. **Entry:** 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. ### 1. Choose a useful start Show what a new key can do. 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. ### 2. Model one meaningful link Complete source: Ordinary parcel practice: DOT names a flat-box drawing and DASH a tall-tube drawing. The whole key is beside both cards. A toy requests the flat box. No parcel or address is used. Adult worked reasoning after the child’s first idea: DOT returns the flat-box drawing in this ordinary taught model; this is not a selected held first source. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Ordinary art practice: LOOP names a brush drawing and ANGLE a broad paper-frame drawing. The request is the frame picture. Invite a choice/explanation before feedback. Adult worked reasoning: ANGLE serves this complete new local key. Your own different explained key may also work. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Show what a new key can do. 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. ### 6. Notice and respond with teaching Specific observation target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback. Specific next teaching: Check teaching/source exposure. Select only one eligible A/B/C/D-first account if useful; seen sources are practice. Record first words before staff feedback, then offer its unrelated next teaching for a specific gap. 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. ### Three purpose-preserving routes **D125-R1** After neutral full reading of one eligible source, place four exact blank prompts nearby. Point/draw/direct one response; unfinished blanks stay empty. Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback. **D125-R2** Make an ordinary finding card first if needed. For the selected account, write/dictate the own first response before reading separate staff models. Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback. **D125-R3** Use usual communication or a neutral faithful scribe for one selected prompt. Record access/content help; rest/pass is legitimate and no four-question quota applies. Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback. **Complete 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. ## Day 126 · Build my little finder **Short child start:** Make a collection worth finding. **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. **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. **Entry:** 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. ### 1. Choose a useful start Make a collection worth finding. 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. ### 2. Model one meaningful link Complete source: Pretend space-story collection: NIGHT names a moon drawing, FLY a rocket drawing and RING a ringed-planet drawing. Its job is choosing a story picture. The puppet requests RING. No space observation is supplied. Adult worked reasoning after the child’s first idea: RING returns the ringed-planet story picture. Three entries are a small model choice, not a counting prerequisite or science fact. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Pretend garden-shape collection: LEAF names a leaf outline and POT a pot outline. The maker requests LEAF to begin an invented picture. Nothing is grown. Invite a choice/explanation before feedback. Adult worked reasoning: LEAF returns the outline for making that picture, without giving plant-care instructions. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Make a collection worth finding. 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. ### 6. Notice and respond with teaching Specific observation target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional. Specific next teaching: Cover extra rows or show one field pair first. Keep one item/key link; add another only when it helps the chosen finding job. 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. ### Three purpose-preserving routes **D126-R1** Make one to three broad paper cards with explicit keys for a safe nonpersonal story/toy/art finding job. Direct one request. Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional. **D126-R2** Draw/type/dictate a job and one item/key pair in the future reviewed finder. Leave extra fields blank; no example silently replaces an own choice. Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional. **D126-R3** Describe the desired item through speech/sign/AAC and choose its key through scanning. A helper makes only the directed card/text and states who operated. Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional. **Complete 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. ## Day 127 · Two tools, different jobs **Short child start:** Pick a tool that helps your job. **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. **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. **Entry:** 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. ### 1. Choose a useful start Pick a tool that helps your job. 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. ### 2. Model one meaningful link Complete source: Invented account: Sam uses an offline finder on a laptop to display a named sketch card, then an offline viewer on that laptop to enlarge the sketch. Keyboard/screen are physical; the two software tools serve different jobs. No internet search occurs. Adult worked reasoning after the child’s first idea: Finding an entry and inspecting its picture are different software purposes even with shared hardware. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Invented account: Kim chooses an approved original cue in an offline sound player; a speaker produces it. A separate paper key links that cue label to a drum drawing. The paper key plays no sound. Invite a choice/explanation before feedback. Adult worked reasoning: The actual player/speaker can produce sound where working; the paper key represents a meaning, a different job. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Pick a tool that helps your job. 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. ### 6. Notice and respond with teaching Specific observation target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional. Specific next teaching: Begin with one locally familiar system and clear job. If the child only watched, record that participation and invite a supported turn later; do not infer independent use. 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. ### Three purpose-preserving routes **D127-R1** Choose between the reviewed finder and an approved offline picture viewer where available. Use one for its purpose; compare an actual second encounter only if wanted. Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional. **D127-R2** Place paper FIND and LOOK cards beside complete model accounts. Direct a pretend selected versus enlarged picture; name paper jobs without software-use claims. Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional. **D127-R3** Use a wanted accessible actual control or direct an adult. Choose a purpose before input and describe the result. A silent picture route replaces unwanted sound. Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional. **Complete 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. ## Day 128 · Change a key, keep a version **Short child start:** Keep one. Change one. See what happens. **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. **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. **Entry:** 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. ### 1. Choose a useful start Keep one. Change one. See what happens. 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. ### 2. Model one meaningful link Complete source: Pretend bike-card collection: wheel and handlebar drawings both use BIKE. A BIKE request returns both. Its maker keeps that version, then changes the wheel key to WHEEL in another complete version. WHEEL returns its wheel drawing. No riding occurs. Adult worked reasoning after the child’s first idea: A shared key can return two entries; a narrower key serves another chosen job. The broad first version is still meaningful. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Pretend recycling game: PAPER names plain-sheet and box drawings. Another full version changes only the box key to BOX. These are invented game labels, not Council bin rules. Invite a choice/explanation before feedback. Adult worked reasoning: PAPER has two model matches in the first; BOX narrows to the box in the second. Neither states real recycling eligibility. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Keep one. Change one. See what happens. 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. ### 6. Notice and respond with teaching Specific observation target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better. Specific next teaching: Keep two complete paper records and change one stated key only. Try broad and narrow requests and invite either version for the chosen job. 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. ### Three purpose-preserving routes **D128-R1** Retain a full paper/faithful record, alter one key on another copy, and show every matching entry—including two matches. Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better. **D128-R2** Explicitly choose Version1/Version2 in the later reviewed tool. Compare all eight fields/identities. Restore/replace/clear requires a named choice. Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better. **D128-R3** Direct one change through usual communication; an agreeing helper preserves both complete records and reads their results. Keeping the broad version is valid. Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better. **Complete 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. ## Day 129 · Which bit is mine? **Short child start:** You get to choose what you share. **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. **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. **Entry:** 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. ### 1. Choose a useful start You get to choose what you share. 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. ### 2. Model one meaningful link Complete source: Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private. Adult worked reasoning after the child’s first idea: Ari recognises a personally chosen contribution in this fiction; the pack picture is supplied. This is not the actual learner’s own-data recognition. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Invented maker account: Bo selects two stripes for a pretend scarf card and directs STRIPES. Mai draws exactly as directed. Bo identifies it as their chosen card and declines showing another group. Invite a choice/explanation before feedback. Adult worked reasoning: Content choice and faithful helper making are separate roles. Declined share is honoured without identifiers. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: You get to choose what you share. 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. ### 6. Notice and respond with teaching Specific observation target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. Specific next teaching: Offer an empty broad space for a harmless creature/pattern. After genuinely making/directing it, privately invite recognition of the chosen own contribution. Pass leaves the opportunity open without demanding private values. 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. ### Three purpose-preserving routes **D129-R1** Make/direct an original harmless picture/mark. Privately point to the actual contribution reflecting your own choice and keep it covered if wanted. Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. **D129-R2** Draw/dictate a new nonidentifying creature/pattern and broad label. If wanted, say which choice is yours; no real name/private value needed. Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. **D129-R3** Direct a helper’s making through usual communication and identify the actual selected contribution only if wanted. Record content chooser versus maker and respect no-share/pass. Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. **Complete 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. ## Day 130 · Make it useful, or try again **Short child start:** Find one thing. Keep a next idea. **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. **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. **Entry:** 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. ### 1. Choose a useful start Find one thing. Keep a next idea. 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. ### 2. Model one meaningful link Complete source: Ordinary museum practice: SHELL names a made-up shell drawing and BONE a made-up bone drawing. A SHELL request returns the paper shell picture. The maker wants another shell picture but has not added it. No real specimen fact is supplied. Adult worked reasoning after the child’s first idea: The current key finds one supplied drawing. The unmade second picture is a next idea, not an existing entry. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation. ### 3. Use a different whole source together Complete different guided source: Ordinary market practice: APPLE names an apple drawing and PEAR a pear drawing. A character requests PEAR and keeps the current version privately. No actual food/sale occurs. Invite a choice/explanation before feedback. Adult worked reasoning: PEAR serves this model job. Keeping is valid; changing or publicly showing is not required. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt. ### 4. Choose a route with the same purpose 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. ### 5. Make or direct an own contribution Child start: Find one thing. Keep a next idea. 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. ### 6. Notice and respond with teaching Specific observation target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof. Specific next teaching: If no earlier own record exists, gather a current first entry honestly. Offer one eligible unseen later account after appropriate teaching and choose its unrelated next lesson for a specific gap. 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. ### Three purpose-preserving routes **D130-R1** Try one own paper request, show every matching card and keep the version or next idea. Self-reader is enough; a willing visitor may try only if wanted. Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof. **D130-R2** Use the future reviewed finder for an actual purpose if available or keep a complete paper record. State actual child/software/directed adult/model/plan roles honestly. Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof. **D130-R3** Use usual communication to explain/direct the job and result or untried idea. Record a current first contribution when older evidence is absent; no invented progress/share requirement. Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof. **Complete 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.