Draw, speak, point, sign, use AAC, direct an adult or work without touching materials. These are not fixed learning styles; A/B/C all reach the same daily design target. A flat mat drawing is a plan. If there is no school-approved real material try, write NOT TRIED. A real viewer's response must come from a real person, not a guess. Full linear and tactile source alternatives work without printing. Fresh public checks are separate from routine practice.
Day 41 · A person-designed display
Shared target: Show a designed feature, viewer and purpose.
- A · Draw: On the brief, circle a source label or boundary a person chose; draw a different helpful feature.
- B · Tell/AAC: Hear both zones read, then finish “A person made ___ so a viewer can ___.”
- C · Direct: Ask an adult to point to the two broad zones while you say which source is pretend and which is blank for a real observation.
Home: Tell a puppet how two imaginary boxes could show “made up” and “really seen”; no real example is needed.
Day 42 · Two layouts
Shared target: Compare two source-separating layouts for a stated space.
- A · Draw: Mark where PRETEND CARDS goes in both layout ideas, then choose for a pretend wide table.
- B · Tell/AAC: Hear SIDE BY SIDE and TOP AND BOTTOM described; say one possible benefit or difficulty for each.
- C · Direct: Ask an adult to point to each broad zone in two arrangements, then choose for a pretend narrow desk. No physical card trial is claimed.
Home: Say whether you would put two imaginary boxes beside or above each other on a pretend table, and why.
Day 43 · Two new ideas
Shared target: Communicate two distinct flat mat ideas and choose one for the purpose.
- A · Draw: Draw one mat with a line and another with two broad boxes; label the pretend and blank real zones.
- B · Tell/AAC: Describe two ways a viewer could tell the zones apart without relying on colour alone.
- C · Direct: Direct an adult to place two broad imagined source labels in two different positions. Give your own first choice.
Home: Tell a puppet two ways to mark its pretend drawing separate from something it may see later.
Day 44 · Safe plan
Shared target: Order safe large-paper steps and identify who would do them.
- A · Draw: Number the four step boxes, then mark where the adult checks paper/table.
- B · Tell/AAC: Say the four steps and one reason to stop or stay spoken-plan only.
- C · Direct: Ask an adult to read broad step words in the order you choose; decide who would label and place cards if approved.
Home: Tell a puppet the steps. No cutting, printing, making or testing at home is needed.
Day 45 · Fresh check A
Shared target: Give two layouts and a reason for a new two-source task in the child check.
- A · Draw: Show two layouts on the check and choose one; leave its empty source slot empty.
- B · Tell/AAC: Say two placement ideas and a viewer-focused reason; an adult writes your words exactly.
- C · Direct: Direct an adult to point to two different large placements, then make your own choice.
Home: After the first response, tell a puppet how it might keep two new imaginary source types apart.
Day 46 · Criterion first
Shared target: Choose an approved broad sheet and name what you would check.
- A · Draw: On design record, mark a proposed boundary and a place for one broad card.
- B · Tell/AAC: If an adult described a sheet, say “I was told”; if you inspected it, say “I noticed.” Name one unknown.
- C · Inspect/direct: Inspect approved large paper or direct an adult's inspection, then state a card-placement and viewer question.
Home: Ask one question a pretend mat designer would need to check, without trying anything at home.
Day 47 · Try or plan
Shared target: Report actual handler and result, or honestly say NOT TRIED.
- A · Draw: Complete design record from a real approved try, or put NOT TRIED in the result field.
- B · Tell/AAC: Say who physically marked the zones and placed the card, what actually happened and what a real viewer did if anyone checked.
- C · Place/direct: If school-approved, mark two broad zones and place a large source card, or direct an adult. Record STAYED / MOVED only from observation; a seated no-touch route is fine.
Home: Say what you would look for next. No home material trial is requested.
Day 48 · A useful revision
Shared target: Link one change to a real observation or an honest unknown.
- A · Draw: Add one source label, wider zone or changed boundary to revision mat; say why.
- B · Tell/AAC: Complete “I saw/was told , so I might ” or “I still need to check ___.”
- C · Direct: Direct an adult to point to a changed card position; only a separate approved second try supplies a new actual result.
Home: Ask a puppet how it could make a pretend label easier to find; talking is enough.
Day 49 · Explain the source story
Shared target: Explain a display's two sources and one human design choice.
- A · Draw: Show a visitor where PRETEND CARDS and the blank TRAY TODAY zone are on revision mat.
- B · Tell/AAC: Say “This part is invented; this other part is for ___ if we really observe it.”
- C · Direct: Direct a teacher or puppet to point to the correct zone; if a real approved familiar source was actually seen, describe its human-chosen feature.
Home: Explain two imaginary boxes to a puppet without naming or photographing any real child or family item.
Day 50 · Fresh check B
Shared target: Design and explain a new display in the child check, with an honest result status.
- A · Draw: Make two different flat layouts, choose one and keep any unobserved event slot blank.
- B · Tell/AAC: Describe two ideas, safe steps and what is known or unknown; an adult transcribes exactly.
- C · Direct/place: Direct an adult or, if school-approved, handle a broad page/card. Report only the actual handler and card/viewer results, or NOT TRIED.
Home: After first responses, invent an entirely new pretend display problem and name what you would check. No home test is required.