Flexible start: 25 minutes. Shorten, split, pause or revisit; no compulsory extra period.
Today's focus: Choose what a short message shows, leaves out or makes easier to find.
Short child invitation: 'What does your message need to show?'
Prepare: Use actual own work if available or make a new feature. A broad second area lets the child compare supplied information without erasing the first. No real reader test is presumed.
Make it fit today
Use broad existing paper/board and familiar locally suitable tools. An agreeing helper can make on the child's accepted creative directions. Check stable reachable work area, material/tool suitability and ordinary local arrangements first. No cutting, binding, small loose pieces, body task, device, purchase or printing is required. Never move the child's body or communication equipment to complete a work.
Read one prompt at a time; allow established speech, sign, pointing, AAC (augmentative and alternative communication), exact description, wanted scribing, pauses and another sitting. These are choices for anyone, not diagnoses or fixed learning styles. Stop, rest, help, private keeping, changing the job and pass remain available. No name, health, address, family history or identity disclosure is needed.
Child creative decisions, child tool operation, helper operation and adult-added details are separate. Adult fabrication on actual accepted child direction can produce an actual child-authored work; it does not demonstrate child tool handling. Offered words/shapes chosen by the child are supported selections, not silent independent invention. An unmade specification stays a plan. Description access is not independent visual viewing. An imagined action, drawn user or planned message is not an actual event.
Run the session
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Name the current job · 3 min. Receive the child's own job if offered. If not, start one wanted mark and leave purpose UNKNOWN. Avoid asking for home routines, personal care or safety information.
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Notice what is actually present · 4 min. Ask 'What is here already?' Read/describe the literal marks without explaining what a reader must feel. A picture of a shelf is not an actual shelf or a school rule.
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Try a selected information change · 6 min. The child chooses an added detail, an omitted detail or keeping the same amount. On another broad area make/direct that actual option. If the change remains spoken only, it is a planned alternative rather than a second made version.
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Check against the own purpose · 6 min. Compare the two actual supplied arrangements or their exact descriptions. Ask 'Which one fits what you want?' Both, neither and a different option are possible. More detail, larger marks and extra words are not automatically better.
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Keep an own selection · 4 min. The child chooses a current version or leaves the choice open. Do not record 'clear to readers' unless a real recipient actually responded, and then attribute that particular response.
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Close with the boundary · 2 min. Note the actual selected/omitted feature and whose operation made it. If only one work exists, note current information rather than inventing a comparison.
Three individually adaptable activity routes
Make the chosen detail findable
Choose one own feature, try it in a broad separate area with more space around it, and decide which actual arrangement fits your intention. No vision test or guaranteed attention.
Access/attribution: Literal description and child-directed helper placement can replace handling or visual inspection.
Leave something out deliberately
Make/direct a new version with one selected feature absent. Decide whether the gap is wanted. If the original is unavailable, call this a new work rather than a demonstrated removal.
Access/attribution: Use exact descriptions of what exists and what is absent; accept KEEP without a reason.
A simple message or a busy one
Choose two actually made different amounts of information on the same own topic, or describe a plan. Keep the simple, busy, both or neither version by your own choice.
Access/attribution: Begin with one mark if two actual versions are too much; there is no amount-of-work quota.
Look for; teach next
An own decision about selected information; literal before/current facts only where both traces exist.
Next: Offer one neutral include/leave-out choice on a new unrelated own picture; remove literacy effort if it has displaced making.
Proposed partial code opportunities: AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.
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