You may draw, point, tell, sign, use AAC, direct an adult or stay no-touch. A/B/C are not fixed learning styles: all three reach the same daily Design target. A drawing is a proposal. If no approved large-paper action occurs, record NOT TRIED. If an adult marks or places, say who did it; your design direction still matters. Full text/tactile source routes work without printing. Public formative checks are separate.
Day 61 · A guide's purpose
Shared target: Name a designed reference feature, intended user and purpose.
- A · Draw: On two drawing cards, sketch where a person could put a broad starting edge on a separate page.
- B · Tell/AAC: Hear both invented cards read, then finish “A person might make ___ so a viewer can ___.”
- C · Direct: Ask an adult to point to each broad card edge in turn; direct where the starting place should be.
Home: Tell a puppet why two pretend pictures might start at the same paper edge. No real family or plant detail needed.
Day 62 · Compare guide ideas
Shared target: Compare two guide shapes for a stated broad-card user.
- A · Draw: Mark where a wide card could touch each guide proposal, then choose one.
- B · Tell/AAC: Hear BOTTOM EDGE and LEFT CORNER described; say one possible help and one possible difficulty for each.
- C · Direct: Direct an adult to show a straight lower edge and a broad corner with hand shapes or full-size paper; choose for a pretend viewer.
Home: Explain to a puppet whether a bottom line or corner might help it place a pretend page, and why.
Day 63 · Two new guides
Shared target: Communicate two distinct reference-guide ideas and a reasoned choice.
- A · Draw: Draw two different broad reference marks, keeping them visible around a card.
- B · Tell/AAC: Describe two ways a person might find a paper starting place; an adult writes your exact ideas.
- C · Direct: Ask an adult to position two large imaginary paper sheets against two different starting marks; choose one to try later.
Home: Tell a puppet two ways to put its pretend drawings in the same starting place. No making required.
Day 64 · Safe plan
Shared target: Sequence approved broad-paper steps and name a stop condition.
- A · Draw: Number the four safe step boxes, then mark the adult check.
- B · Tell/AAC: Say the step order and a reason to stop or use a spoken plan.
- C · Direct: Direct an adult to read four full-size step words in your order; say who would mark/place if a real try were approved.
Home: Tell a puppet the steps. No home cutting, plant handling or paper trial is asked for.
Day 65 · Fresh check A
Shared target: Give two guide ideas and a purpose-linked choice for the new child task.
- A · Draw: Show two different guide marks for the new fictional paper pair; choose one.
- B · Tell/AAC: Describe two ideas and why one might help; adult transcribes exact words.
- C · Direct: Direct an adult to point to two possible starting edges, then give your own choice.
Home: After first response, invent a different pretend pair of drawings and ask where their paper could start.
Day 66 · Material and test question
Shared target: Choose approved broad material and name the edge-contact result you would need to observe.
- A · Draw: On design record, show a proposed broad line or corner and a card edge.
- B · Tell/AAC: Say what you inspected or what an adult described, then state what remains unknown.
- C · Inspect/direct: Inspect approved large paper or direct adult inspection; choose where the visible guide would be.
Home: Ask a puppet one question to check before saying a guide works. No home trial.
Day 67 · Try or plan
Shared target: Record real material handler/contact or honestly say NOT TRIED.
- A · Draw: Complete design record from actual approved placement, or write NOT TRIED.
- B · Tell/AAC: Say who physically marked and placed each card, what edge contact really occurred and what a real viewer did if anyone checked.
- C · Mark/direct: If approved, mark a broad reference guide and place two large cards in turn, or direct an adult; a seated no-touch plan is valid.
Home: Tell a puppet what you would look at next. No real plant or home test needed.
Day 68 · Revise one feature
Shared target: Link one guide change to a real result or named unknown.
- A · Draw: On revision sketch, change width, corner position or label and say why.
- B · Tell/AAC: Finish “I saw/was told , so I would ” or “I still need to find out ___.”
- C · Direct: Direct an adult to show a different broad start mark; only another approved real try gives a new result.
Home: Suggest a change to a pretend paper guide, then say how a puppet would check it later.
Day 69 · A real record needs more
Shared target: Explain what the guide can do for paper and what a real source must separately tell us.
- A · Draw: On blank real-record gate, point to the date/view fields without filling them from imagination.
- B · Tell/AAC: Say “The guide puts paper ; a real plant comparison also needs .”
- C · Direct: Direct an adult to put two fictional sheets at a paper edge; name one additional real observation detail that is absent.
Home: Tell a puppet the difference between placing two drawings together and knowing what happened to a living plant.
Day 70 · Fresh check B
Shared target: Design and conditionally evaluate a new child guide task, keeping source/result honest.
- A · Draw: Show two different broad-paper guides and choose one; leave an untried result blank.
- B · Tell/AAC: Explain two ideas, safe steps and what is known/unknown; adult records exact words.
- C · Direct/mark: Direct an adult or, if school-approved, mark/place broad cards. Report physical handler and real result or NOT TRIED.
Home: After first response, invent a new pretend two-sheet problem and name a possible check. No home trial.