Choose today's teacher plan, its complete story/fact cards and one accessible own space. Broad scraps, a usual suitable marking tool and a reachable table are enough for many jobs. No purchase, outing, water/soil/litter handling, sharp tool, timer, partner or public performance is required. Choose school-approved ordinary materials and a suitable small actual task where offered. A directed/no-object/supplied-source route remains meaningful inquiry without claiming physical conduct.
- Read the whole source and check the child's entry needs. Days21–24 explicitly model map/front/key, dates, care-group attribution, wishes and action-versus-result. Earlier files do not prove learning.
- Save the child's first chosen clue/idea when useful before model/feedback. Offer neutral reading and faithful wanted scribing, usual speech/sign/AAC, drawing, pointing or a private account.
- Use the day's three different mechanics. Keep full source, child contribution, adult movement and support distinguishable. One purposeful component can be enough.
- For an actual class-paper job use an ordinary suitable approved item/place. No earlier trace means no invented before/after. If a try occurs with no known result, retain result unknown, not untried.
- Select a held source only after actually teaching its components; keys/feedback follow first capture. Later depends on a preserved first, targeted unrelated teaching and actual interval/exposure/support.
Ten full plans · Adult selection · Actual capture · Local source review · Complete ordinary cards.
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