Draw, point, speak, sign, use AAC, direct an adult or choose no material touch. These A/B/C options are not fixed learning styles; each reaches the same daily Design target. A drawing is a plan. If no school-approved real make-and-place trial happens, record NOT TRIED. If an adult makes or places, say so; your idea still matters. A real user's response must be observed. Full text/tactile alternatives work without printing. Public child checks are separate from routine work.
Day 51 · A designed place
Shared target: Name a person-designed board feature, user and purpose.
- A · Draw: On ten-card brief, draw one feature that could help a pretend curator find a place for every large card.
- B · Tell/AAC: Hear the supplied ten-card brief, then finish “A person made ___ to help ___.”
- C · Direct: Ask an adult to point to the loose card group and show where a first card could go on an imaginary board; say why.
Home: Tell a puppet why someone might draw places for its pretend pictures. No physical cards needed.
Day 52 · Compare two proposals
Shared target: Compare two ten-place board ideas for a named viewer and space.
- A · Draw: Mark a first place on both board ideas and choose one for a pretend wide table.
- B · Tell/AAC: Listen to ONE LONG ROW and TWO ROWS OF FIVE, then name one possible help and one possible difficulty for each.
- C · Direct: Direct an adult to show a long row and two shorter rows with large gestures/cards; choose for a pretend shorter table.
Home: Say whether ten pretend drawings would be easier to see in one long line or two lines on a pretend shelf, and why.
Day 53 · Two of your ideas
Shared target: Communicate two distinct board layouts and a purpose-linked choice.
- A · Draw: Make two different arrangements of intended spaces for the ten supplied cards; circle the one you would try first.
- B · Tell/AAC: Describe two ways a viewer could find the next open place; an adult writes your words without changing them.
- C · Direct: Ask an adult to indicate two broad imaginary layouts while you decide where the first/last card would go.
Home: Describe two possible shelves for ten puppet pictures without making either shelf.
Day 54 · Safe plan
Shared target: Put safe making/trying steps in order and name who would handle material.
- A · Draw: Number the four safe step boxes; mark the adult check.
- B · Tell/AAC: Say the four steps and one reason to stop or stay on the spoken-plan route.
- C · Direct: Direct an adult to read broad step cards in your order; choose whether you would mark, direct an adult or only plan.
Home: Explain the steps to a puppet. No home cutting, loose counters or testing.
Day 55 · Fresh check A
Shared target: Offer two layouts and a viewer reason for the new child task.
- A · Draw: Show two distinct boards for the supplied new picture set, then choose one.
- B · Tell/AAC: Tell two arrangements and one reason; an adult transcribes exact words.
- C · Direct: Direct an adult to point to two arrangements on broad blank spaces, then make your own choice.
Home: After first response, invent a different pretend set and say how a user could find its first open place.
Day 56 · Material and criterion
Shared target: Choose an approved large surface and name an observation needed before success can be claimed.
- A · Draw: Use design record to sketch broad spaces and a planned card home.
- B · Tell/AAC: Say whether you inspected an approved sheet or heard an adult describe it; name what you still need to try.
- C · Inspect/direct: Inspect an approved large sheet or direct adult inspection, then state how you would check card fit and viewer access.
Home: Ask one useful question about a pretend card board. No home test required.
Day 57 · Make/try or plan
Shared target: Report actual maker/card/viewer evidence or NOT TRIED.
- A · Draw: Complete design record from an approved real event, or write NOT TRIED.
- B · Tell/AAC: Say who marked the board, who placed cards, what actually happened and what a real viewer did if anyone checked.
- C · Mark/direct: If school-approved, mark intended spaces and place broad cards or direct an adult who does so. A no-touch spoken plan is welcome; do not invent FIT or OVERLAP.
Home: Tell a puppet what you would inspect next. No home making or trial.
Day 58 · One useful change
Shared target: Connect a design change to observed evidence or an honest unknown.
- A · Draw: On design record, change one spacing, label or card-home feature and show why.
- B · Tell/AAC: Finish “I saw/was told , so I might ” or “I need to try ___.”
- C · Direct: Direct an adult to show a different broad arrangement; only a separately approved second try supplies a new real result.
Home: Tell a puppet what it might change if two imaginary pictures cover each other. That is a guess to check later.
Day 59 · A board for two pretend users
Shared target: Design a visible card-home/use-cue feature for a second pretend user.
- A · Draw: On shared-use brief, sketch two places for CARD HOME and READY / IN USE; choose one.
- B · Tell/AAC: Describe two cue/card-home placements and explain where a new viewer would look.
- C · Direct: Ask an adult to position broad word cards in two ways, then choose a placement for a pretend low table.
Home: Ask a puppet where it would put a pretend shared picture card when finished. No real sharing is demanded.
Day 60 · Fresh check B
Shared target: Design and justify a new shared-use task, with an honest trial status.
- A · Draw: Show two different large-page layouts and a card-home place; choose one and keep unobserved results blank.
- B · Tell/AAC: Say two ideas, safe steps and what is known/unknown; adult records exact words.
- C · Direct/mark: Direct an adult or, only if school-approved, mark/place broad materials. Name the real handler and observed result, or NOT TRIED.
Home: After first response, name one completely new pretend shared-tool design question. No home trial needed.