# Day 75 · Picture, own words, a sound cue — or fewer things

**Flexible start: 25 minutes.** Shorten, split, pause or revisit; no compulsory extra period.

**Today's focus:** Choose the representation channels that suit an own short message.

**Short child invitation:** 'What belongs with your picture, if anything?'

**Prepare:** Use actual own work or a broad blank start. Optional words can be scribed exactly. An optional familiar spoken/sign cue can be live and unrecorded; sound is never necessary. No device, microphone, login or downloaded media.

## 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

1. **Give picture-only room · 3 min.** Start with a wanted picture or an own picture plan. A wordless message can be the chosen work. No letters, sounds or sentence quotas.

2. **Offer a channel choice · 4 min.** Ask whether the child wants picture only, optional own wording, a usual sign/spoken cue, or another available form. Name adult-supplied choices as support, not independent invention.

3. **Make the chosen addition or omission · 6 min.** Follow exact chosen words/place if scribing. If the child wants a live cue, use a familiar suitable ordinary cue with local arrangements; they may direct a willing adult to provide it. Adult speech/signing is adult operation. A merely described future recording stays a plan.

4. **Inspect the combination · 6 min.** Let the child compare their actual picture with its actual chosen cue or its absence. If sound is not wanted, use an exact word/description counterpart or omit the cue completely. Do not interpret a drawn bell as an actual sound.

5. **Keep or simplify · 4 min.** Child chooses keep, remove, change, a different channel or rest. Optional words may wait while art making continues. No independent writing, reading, hearing or voice performance is inferred.

6. **Close with operators · 2 min.** Record what was drawn, written, signed or said, by whom, and what exists only as a plan. No audio file has been generated or recorded by this source pack.

## Three individually adaptable activity routes

### Exact optional words

Choose an own short phrase or no words and where it belongs on the actual message. Make/direct the arrangement; adult scribing stays adult scribing.

**Access/attribution:** Read exact chosen words aloud or through established communication; no spelling or decoding score.

### Make it wordless

Choose how your own picture/space arrangement carries the intended idea without any words. Keep it, change a wanted feature or retain a plan.

**Access/attribution:** Exact descriptions and broad directed making remain available; wordless does not mean visually independent.

### A wanted live cue with a silent choice

Choose an optional familiar spoken/sign cue to accompany the actual own message, or select its silent exact-description counterpart. Record who actually supplied the cue; no recording is required.

**Access/attribution:** Omit sound at once if unwanted; hearing, vocalising, timing and body performance are not assessment conditions.

## Look for; teach next

An own channel decision and the actual contributions/operators, with intended communication distinguished from measured comprehension.

**Next:** If words or sound have become a barrier, remove that requirement and offer one owned picture/space choice.

**Proposed partial code opportunities:** AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.

[Ordinary learner activities](../LEARNER-CARDS.md).

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