You can draw, speak, point, sign, use AAC, direct an adult or touch only school-approved broad paper. Routes are not fixed learning styles: every A/B/C option aims at the same daily target. A plan is useful; physical folding/standing stays NOT TRIED until an approved real action occurs. Say whether you acted, an adult acted on your direction, or no one tried. A real reader's response must be observed, not guessed. Full source text/tactile routes are available. Public checks appear separately in student copy, without key links.
Day 31 · A designed cue
Shared target: Name a person-made cue feature, user and purpose.
- A · Draw: Circle the big words or arrow on two-step source, and draw one other feature a person might add.
- B · Tell/AAC: Ask for the source to be read, then finish “A person chose ___ so a pretend maker can ___.”
- C · Direct: Tell an adult where to put two large action cards and point to the feature you would design. This is a proposal.
Home: Ask a puppet which of two simple invented instructions it would want first; talking is enough.
Day 32 · Layout choice
Shared target: Compare two layouts against an ordered task.
- A · Draw: Mark FIRST on both layout ideas, then choose one for a fictional narrow shelf.
- B · Tell/AAC: Hear STACKED and SIDE-BY-SIDE described, and give one possible help and one possible difficulty for each.
- C · Direct: Have an adult place two broad blank cards in both arrangements; choose one to try later and explain why. No reader has tried it yet.
Home: Use words to describe where the first item would go on a pretend wide table.
Day 33 · Two different ideas
Shared target: Communicate two cue fronts and choose a first idea with a reason.
- A · Draw: Make two distinct broad layouts for the two printed actions, then circle your first choice.
- B · Tell/AAC: Say two different ways to make the first action clear; an adult repeats them without changing your idea.
- C · Direct: Position two large uncut cards in two layouts by directing an adult; name the first idea you would test.
Home: Draw or tell a puppet two ways to show “begin, then finish” without collecting real stories.
Day 34 · Safe plan
Shared target: Put safe broad-paper stand steps in order and say who prepares/handles paper.
- A · Draw: Number the four step cards and mark the adult safety check.
- B · Tell/AAC: Say the four steps in order and a reason to stop if the table or paper is unsuitable.
- C · Direct: Ask an adult to arrange large paper step cards from first to last; decide whether you would fold, direct an adult or stay plan-only.
Home: Tell a puppet the steps. Do not cut or build a stand at home.
Day 35 · Fresh check A
Shared target: Give two layout ideas and a purpose-linked choice for Check A.
- A · Draw: Use the check's new two-action source to draw two large layouts, then choose one.
- B · Tell/AAC: Tell the two ideas and the reason; an adult writes your own words.
- C · Direct: Direct an adult to point to two distinct placements on the printed check, then choose. This is not a real user trial.
Home: After first responses, invent a new two-step pretend game and say where its labels would go.
Day 36 · Choose material and criterion
Shared target: Choose one safe broad sheet and say what must be checked.
- A · Draw: On evidence mat, show two sheet options and the chosen broad base.
- B · Tell/AAC: Ask an adult to describe approved large sheets; say “I saw” or “I was told” accurately.
- C · Inspect/direct: Inspect a large safe sample if approved, or direct an adult's inspection, and name how you would check uprightness and label visibility later.
Home: Name one question about a paper stand. No material test is required.
Day 37 · Trial or untried plan
Shared target: Follow or describe safe steps, then record only what actually happened.
- A · Draw: Complete evidence mat from an approved real trial, or write NOT TRIED.
- B · Tell/AAC: Say who folded/placed paper, whether it actually stood, and whether anyone really read the labels; unknown is acceptable.
- C · Fold/direct: If school-approved, fold a broad base and stand it, or direct an adult; record UPRIGHT / FLAT / NOT TRIED from reality. A seated no-touch route is welcome.
Home: No home folding is needed. Tell a puppet what you would check next.
Day 38 · One useful revision
Shared target: Connect a proposed change to an observed problem or named unknown.
- A · Draw: Add a different broad base or label place to your earlier evidence mat; say why.
- B · Tell/AAC: Complete “I saw/was told , so I would ,” or “I did not try it, so I would check ___.”
- C · Direct: If approved, direct a changed position and record a new actual result separately; otherwise show the revised plan with large blank cards.
Home: Ask a puppet which part of a pretend stand it would want changed and why.
Day 39 · Repeated graphic cue
Shared target: Communicate a person-made display that helps a pretend reader see a two-mark order repeating.
- A · Draw: On pattern practice source, add broad spaces or boxes to show each CIRCLE–BAR pair.
- B · Tell/AAC: Listen to the six labels and explain how you would show first/second and where one pair ends.
- C · Direct: Direct an adult to place broad cards into paired groups, then describe a safe stand front that could show the order. No real reader result is implied.
Home: Make up an AB word pair orally; no music, video or cultural motif is required.
Day 40 · Fresh check B
Shared target: Design and choose a safe stand/spacing idea for Check B, with honest result status.
- A · Draw: Show two distinct broad stands or layouts for the new printed sequence; choose one and show pair boundaries.
- B · Tell/AAC: State two ideas, a choice and safe steps; an adult writes exactly what you said.
- C · Fold/direct: Only if approved, fold or direct an adult with large blunt paper; report actual uprightness and reading observation, or NOT TRIED.
Home: After first responses, explain a new invented two-mark cue to a puppet without cutting, filming or testing.