Flexible start: 25 minutes. Shorten, split, pause or revisit; no compulsory extra period.
Today's focus: Arrange actual message parts and decide their intended relationship.
Short child invitation: 'Where would you like your message to start?'
Prepare: Use two actual own images/regions if present or make one wanted part now. Broad drawn regions on a single sheet are enough. No cutting, arrows, numbers or mandatory reading direction.
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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Start with actual parts · 3 min. Name which parts exist. If an earlier message is missing, make a new start. A description of an absent sheet cannot be credited as a present paper sequence.
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Choose a first look · 4 min. The child selects an intended starting part, a simultaneous pair, or no fixed start. Receive the child's decision rather than imposing left-to-right as the artistic answer.
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Try a relationship · 6 min. Make/direct an actual arrangement: first/next, repeated part, an optional close detail, or two possible routes. These are representation choices for the chosen job. A depicted action has not happened in life.
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Inspect the whole short message · 6 min. Read an exact description or let the child use their chosen inspection route. Ask 'Is this how you want it to unfold?' The child can swap parts, keep them, use one part or plan a change. Marking FIRST can be dictated and is not an independent reading result.
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Select a local cue if wanted · 4 min. An own repeated mark, spacing, usual sign/spoken cue, optional words or no cue may be chosen. Its intended meaning is local; no symbol is claimed universal. Keep helper-added cue details attributed.
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Record only available evidence · 2 min. Sample selected relation and actual operator. A maker inspection is not proof an audience found the starting point.
Three individually adaptable activity routes
Swap two actual parts
Try two actual arrangements of your own available pictures. Choose which fits the message, or keep both. Describe actual positions without predicting a reader's answer.
Access/attribution: A willing helper can move broad sheets on the child's exact direction; no handling score.
A repeated picture that changes
Create two own pictures with one repeated feature and one chosen difference. Decide whether they show a change, an alternative or another relationship; the child supplies the meaning.
Access/attribution: Exact description identifies repeated and changed facts; repetition accuracy is not the assessment.
Two possible choices
Make/direct a short message with two broad options for a pretend user, or choose one route instead. Select how to locate each option; no running interactive system or actual choice by a recipient is supplied.
Access/attribution: Use usual communication to choose relationships; an unmade fork remains a plan.
Look for; teach next
An attributable relation between actual parts or an accurately named relation plan, with local cue meaning if offered.
Next: Offer two actually available broad marks and one open first/together/next decision, without asserting the child chose the adult's order.
Proposed partial code opportunities: AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.
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