# Learner cards · choose or switch routes 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](print/TEXT-ALTERNATIVES.md) work without printing. [Public child checks](STUDENT-CHECKS.md) 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](print/ten-card-brief.pdf), 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](print/board-ideas.pdf) 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](print/safe-board-steps.pdf); 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](STUDENT-CHECKS.md). - **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](print/design-record.pdf) 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](print/design-record.pdf) 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](print/design-record.pdf), 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](print/shared-board-brief.pdf), 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](STUDENT-CHECKS.md), 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.