Choose the made-up P source, or an educator-approved actual R source on Days 1–4/6/9. Choose A, B or C and switch freely: not fixed learning styles or ability groups. Point, sign, use augmentative and alternative communication (AAC), speak, draw or direct an adult; broad/no-print/oral/no-touch routes work. “Keep it private”, pause or pass is fine. No home/family/location/culture/favourite-place story is required. Teacher keeps date/source/scope notes; you do one small job. Exact alternatives. Home play is free/optional and a missing response is not an error. New Days 5/10 sources stay separate from actual work; first child-controlled responses before feedback/key, with one part at a time or another sitting if needed.
Day 1 · Find one feature
Choose the made-up map or an approved actual place source. Match one feature cue, then ask one small question.
- A · Point/ask: Point or move a broad feature cue to its source match; ask one question.
- B · Say/sign/AAC: Hear the exact source; tell or signal the feature and your question.
- C · Direct/no-touch: Direct an adult cue match from the exact source description; give your own question.
Same target: feature/source identification and a question; actual familiarity is a separate teacher decision. Home: Find a BOOK mark on a made-up two-place toy map and ask what is beside it.
Day 2 · Place a landmark
Put a feature cue in the matching broad sketch/model. One now; another later if ready.
- A · Broad pieces: Place one actual source landmark, or the two given paper-map places; point back to the source.
- B · Draw/say: Draw or direct one broad source location; say/sign/AAC how it matches the feature.
- C · Direct/no-touch: Hear the exact source/view; direct adult placement in a broad model or raised/flat record.
Same target: pictorial location matched to the source; unfinished parts can continue later. Home: Make a toy row DOOR / BOOK / SEAT and put a large mark by BOOK.
Day 3 · A person gives a reason
Match a speaker cue to the place they name, then share that exact reason. You need not give your own special place.
- A · Pair/tell: Pair source person and feature, then point/tell the stated reason; an own view is optional.
- B · Say/sign/AAC: Hear one exact account at a time; share whose reason it is, the named feature and reason.
- C · Direct/no-touch: Direct an adult speaker/feature cue match and communicate the source reason from exact reading.
Same target: attributed place perspective, without assuming everyone or you feel the same. Home: Give two puppets different made-up reasons for choosing a paper nook.
Day 4 · One way to care
Choose one suitable care idea from the given source. Tell or show it; you do not have to do it.
- A · Choose/tell: Choose a broad care cue and show/tell why it fits this feature/source.
- B · Say/sign/AAC: Share one source-backed care explanation and its place; an actual act is optional only if allowed.
- C · Direct/no-touch: Direct adult cue placement or an oral care explanation; no touch, hazard or equipment move required.
Same target: a source-supported care conclusion using place terms; action and effects are separate. Home: Tell a toy one way a made-up book place could be cared for; no real task is required.
Day 5 · Fresh check, then a different paper story
Do Check A with the teacher's new room map, views and care source. Your first answer is kept before feedback. Use the source labels, attribute the two voices and give one limited care idea.
- A · Broad cards: move one place icon to a record grid, pair each fictional voice with a reason, then sort source/suggestion cards.
- B · Drawn marks: mark the map cell, make two speaker/reason marks and a two-box care note.
- C · Direct: tell an adult exactly where to place/point; give your own source-based conclusion.
Same target: new pictorial location, two attributed views and source-bounded care conclusion. After-check practice only: make a different toy-room grid with DOOR top-left, ART MAT bottom-left and BOOK BOX bottom-right; two fictional cards say one likes ART MAT for drawing and another likes BOOK BOX for finding stories. Home: use that different invented toy-room story; no personal place details are needed.
Day 6 · Which cue fits?
Match one plain cue to the given place feature, then ask what you would like to find out.
- A · Match/ask: Move or point to the source-matching cue; ask one place question and tell its intended job.
- B · Say/sign/AAC: Hear the feature/source; give your cue choice, question and short place observation.
- C · Direct/no-touch: Direct adult matching from exact source description; ask your question and give the source-linked job.
Same target: place cue/source match, question and observation; no visitor success assumed. Home: Match a toy BOOK cue to an imagined shelf and ask where it goes.
Day 7 · Before, next, after
Use the three invented sign-making pictures: blank board; BOOK mark and STORY MAT words added; sign beside the mat. Tell a source-based sequence.
- A · Picture move: order three broad frames and point to the detail that shows each step.
- B · Three boxes: draw or dictate one source detail in each before/next/after box.
- C · Adult mover: direct the adult's frame order and retell the three steps yourself.
Same target: correct pictorial timeline and a three-part narrative; no claim a real visitor used the sign. Home: draw three large boxes with blank paper, mark added, sign placed, then retell the drawn sequence.
Day 8 · What says it? What might follow?
Pip's card is about REST SEAT; Ren's card is about MAKER TABLE. A sign designer might make signs for those places, but the cards do not show a sign test.
- A · Two columns: put an exact card statement under SAYS and a careful idea under MIGHT.
- B · Mark/label: copy a word or dictate a source detail, then draw a separate question mark for what is unknown.
- C · Adult reader: choose a card for the adult to reread, name its speaker and give one “might” statement with a reason.
Same target: attributed view, matching sign and cautious inference; sign effectiveness unknown. Home: reread Ren's sentence and say what it says, then say one different thing it does not prove.
Day 9 · Make one useful cue
Choose a feature from the actual approved or made-up source. Make or direct one plain place/care cue.
- A · Broad pieces: Choose/direct a large original mark and place word; match it to the source, ask a question and tell its job.
- B · Draw/say: Draw or dictate a cue; share the source-linked place/care reason and one useful question.
- C · Direct/no-touch: Tell an adult exactly what to mark/read/place; give your question and place/care explanation.
Same target: child-controlled cue with a source-linked place/care explanation and question; no effect proof needed. Home: Make an imagined toy-room place cue; no photo, actual location or home return needed.
Day 10 · Fresh sign-and-source check
Do Check B with the teacher's new pavilion map, visitor line and picture sequence. Keep the first question, map placement and source narrative before feedback. The sign's real-world usefulness remains unknown.
- A · Broad pictures: move the requested place icon and three timeline cards, then point to the visitor/source line.
- B · Drawn record: mark the map cell, order three source pictures in boxes and dictate an answerable question/conclusion.
- C · Adult mover: direct placement and order; ask your own question and name what the printed visitor says.
Same target: new map/question, ordered picture source, attributed line and limited intended-use conclusion. After-check practice only: use a different invented OPEN/WORK/REST three-cell paper hall; draw a sign for WORK and order blank sign → mark added → sign placed. Home: choose one fictional source sentence to retell; a family/carer response is optional and never required.