# Learner cards · choose and switch routes 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](print/TEXT-ALTERNATIVES.md) are available. Public checks appear separately in [student copy](STUDENT-CHECKS.md), 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](print/two-step-source.pdf), 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](print/layout-ideas.pdf), 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](print/safe-stand-steps.pdf) 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](STUDENT-CHECKS.md#check-a--day-35--board-game-cue). - **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](print/design-evidence-mat.pdf), 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](print/design-evidence-mat.pdf) 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](print/design-evidence-mat.pdf); 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](print/pattern-practice-cue.pdf), 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](STUDENT-CHECKS.md#check-b--day-40--repeat-stand), 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.