# Learner cards · pick a route, change it whenever you need 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](print/TEXT-ALTERNATIVES.md) work without printing. [Fresh public checks](STUDENT-CHECKS.md) 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](print/two-source-brief.pdf), 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](print/layout-ideas.pdf), 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](print/safe-mat-steps.pdf), 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](STUDENT-CHECKS.md). - **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](print/design-evidence-record.pdf), 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](print/design-evidence-record.pdf) 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](print/revision-mat.pdf); 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](print/revision-mat.pdf). - **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](STUDENT-CHECKS.md), 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.