The printed people and places are pretend. Your educator can read every source. A, B and C are not fixed learning styles or ability groups; switch whenever you want. Point, sign, use AAC, speak, draw, move broad paper or tell an adult exactly what to move. Your idea belongs to you whichever route you use. You may pass on touching materials. A drawing says what might happen; an actual paper try tells us what did happen. No real personal story, photo, account, upload, purchase or unsafe tool is needed.
Day 11 · A page made for a purpose
A pretend reader wants to find a page edge and turn one page. What shape did a person choose, and what is the purpose?
- A · Point and show: point to a broad fold idea and show the edge; give a user, purpose and question for a real test.
- B · Draw and tell: sketch the page feature; dictate who it is for, why and what remains untested.
- C · Direct an adult: guide an adult's broad-paper feature mark; say/sign/AAC the intended user, purpose and test question yourself.
Shared target: identify a person-designed page feature for a user/purpose, with an honest untested boundary. Home: draw a pretend broad page edge on scrap paper, or skip; no family book needed.
Day 12 · A help service has choices
In the puppet story, someone asks first. Another puppet may say YES or NO THANKS. What steps did a person design so both answers are respected?
- A · Move: place broad ASK, YES/NO and HELP/STEP BACK cards in two valid paths; say the purpose.
- B · Draw: draw the two endings and one clearer cue for a pretend puppet; explain the purpose.
- C · Direct: tell an adult both card paths, correct any wrong ending and give a clearer cue yourself.
Shared target: explain a human-designed help sequence and communicate one source-based improvement. Home: tell a paper puppet an invented ask/answer story; do not use a real private event.
Day 13 · Leave space for a page
The drawn table has PAGE SPACE, CLEAR EDGE and PENCIL SPACE. Show two possible places for the pencil area. Which one would you try for turning a broad paper page?
- A · Broad cards: arrange two paper layouts, choose one and say which edge stays clear in the drawing.
- B · Draw: sketch two layouts, circle a chosen one and give a purpose reason.
- C · Direct: guide an adult to draw/place both areas; choose and explain in your own way.
Shared target: notice a person-arranged environment and make two reasoned layout ideas. Home: draw a pretend table on scrap paper; no real room report.
Day 14 · Two tab ideas, no winner yet
TOP and SIDE are two proposed broad paper tabs. Neither has been tried by the fictional puppet. Give two different safe ideas, choose one and say what you would check.
- A · Arrange: use broad paper to show two tab locations, choose one and point to the edge a real try would lift.
- B · Draw: sketch two tab shapes/places, choose one and say why for turning one page.
- C · Direct: tell an adult how to mark both ideas; state your choice and safe test question.
Shared target: two different design ideas, a purpose-linked choice and an honest trial plan. Home: make a paper sketch only, or fold broad spare paper with an adult's okay; write NOT TRIED if no turn.
Day 15 · A different new paper check
Your educator gives Check A with a new pretend paper source. Keep your first ideas before feedback; no one has to ask for real help.
- A · Arrange: move broad paper panels to show two display ideas, then choose for the printed purpose.
- B · Draw: draw two different safe ways to show a message, choose and explain from the new source.
- C · Direct: tell an adult the two arrangements to mark; choose and give your own source-based reason.
Shared target: one human design choice, two ideas and a reasoned choice for a fresh purpose. Home: after the check only, make a pretend paper puppet menu showing one neutral word at a time; no real user result is claimed.
Day 16 · Get ready to make safely
Choose a broad page-tab idea. Your teacher checks the paper and clear table first. What order would you use for FOLD, PLACE, LIFT and TURN?
- A · Show: use broad paper to show a top/side idea, then point through the ordered safe steps and test question.
- B · Draw: sketch two tab possibilities, choose one and mark each step; say what a real page turn would show.
- C · Direct: tell an adult where to mark the tab and steps, then choose and explain what to observe.
Shared target: choose a safe material plan and real test question for turning one page. Home: no test is required; explain a plan to a puppet with spare paper.
Day 17 · Try one page turn
Only with your educator's okay, use broad paper on a clear table. Fold or direct a tab, lift the edge gently and try to turn one page. What really happened?
- A · Fold and turn: handle approved broad paper yourself; report TURNED, SLIPPED or NOT TRIED from the real action.
- B · Assisted action: choose/do a comfortable safe part with adult support; state your part, the adult's part and actual result.
- C · Direct or plan: precisely direct an adult's approved fold/turn, or stay with the full plan task; report observed result or NOT TRIED.
Shared target: safe design action and honest evaluation where a real material try occurs. Evidence: your idea counts, while your teacher separately notes who physically handled the paper. Home: no turn is required; a sketch can remain NOT TRIED.
Day 18 · Change one thing from evidence
Read what really happened on Day 17. Choose one tab change. A new fold may surprise us too.
- A · Try a change: choose a new broad tab size/place, safely retest if approved and compare true old/new results.
- B · Mark and assist: mark the change, help with a safe part of a real try if approved and tell what was seen.
- C · Direct or plan: direct an adult's trial, or show only a planned change; keep prediction and actual result separate.
Shared target: explain one revision from evidence or an honest NOT TRIED plan. Home: draw a change; do not say it worked unless it was safely tried.
Day 19 · Give clear directions
A pretend reader wants to turn one large map page. Tell them three steps for your paper tab. Which part is designed for the reader to find?
- A · Show and say: point to the tab and demonstrate three directions on approved broad paper, or say NOT TRIED.
- B · Draw/order: draw three large step cards, choose the feature and say what a real reader would need to test.
- C · Direct: tell an adult exactly how to order/move the three cards or broad page; explain the purpose and observed/unknown result.
Shared target: communicate an ordered designed solution and its evidence limit for a new pretend user. Home: tell a paper puppet three steps; no real user test or family book is needed.
Day 20 · Fresh design transfer check
Your educator gives Check B with a different paper movement problem. Give two ideas, choose, show safe steps and keep your first result before feedback.
- A · Broad-paper try: give two ideas, choose one and safely make/try it on the clear table if approved; report only what happened.
- B · Assisted try: draw two ideas, choose one, assist a safe real action with an adult and separate both people's parts/result.
- C · Direct or plan: precisely direct an adult's approved material try, or give two paper ideas only; use NOT TRIED if no action occurred.
Shared target: generate, communicate, choose and honestly evaluate a safe solution for a fresh purpose; making evidence needs actual approved action. Home: after the check only, draw a different broad paper resting place for a toy postcard; no trial or purchase required.