# Learner cards · pick a route and switch when useful 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](print/TEXT-ALTERNATIVES.md) work without printing. [Public formative checks](STUDENT-CHECKS.md) 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](print/two-drawing-brief.pdf), 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](print/guide-ideas.pdf), 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](print/safe-guide-steps.pdf), 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](STUDENT-CHECKS.md). - **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](print/design-record.pdf), 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](print/design-record.pdf) 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](print/revision-sketch.pdf), 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](print/real-record-gate.pdf), 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](STUDENT-CHECKS.md), 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.