You may draw, tell, point, sign, use AAC, direct an adult or stay no-touch. A/B/C are not fixed learning styles; each reaches the same daily Design goal. An adult controls real material selection, preparation and safety. If no approved making or willing reader try happens, record NOT TRIED. The practice marks are FICTIONAL and an INTERRUPTED try has NO STOP MARK. Use the complete text/tactile versions without a printer.
Day 91 · Help a listener check
Shared target: Name an evidence-guide service feature, listener and purpose.
- A · Draw: Put a big CHECK cue beside the fictional record and point to the interrupted row.
- B · Tell/AAC: Finish “A person could design ___ so a listener can check ___.”
- C · Direct: Ask an adult to read P/Q rows in order; direct them to the row with NO STOP MARK and name why a cue might help.
Home: Tell a toy why “we stopped early” is different from “we stopped at mark 2.” No toy test.
Day 92 · Two service routes
Shared target: Compare ALL AT ONCE and ASK · CHECK · TELL for a named user.
- A · Draw: On service ideas, circle where each route shows status before a claim.
- B · Tell/AAC: Give one possible help and difficulty for each route, then choose for a pretend listener.
- C · Direct: Direct an adult to read all three prompts together, then one at a time; explain a provisional choice.
Home: Ask a toy whether it would like all instructions together or one at a time. Its pretend answer is not real user evidence.
Day 93 · Two ideas of your own
Shared target: Communicate two distinct guide services and a user-linked choice.
- A · Draw: Sketch two different cue orders/layouts on reader record.
- B · Tell/AAC: Describe two ways to help a listener check source/status; adult writes your exact words.
- C · Direct: Direct an adult to move through two different spoken cue sequences, then say which you would explore first.
Home: Tell a toy two ways to ask it to check a pretend record before telling a result.
Day 94 · Plan safe cue use
Shared target: Order adult-gated steps and preserve the missing interrupted result.
- A · Draw: Number safe steps, then mark who checks the source.
- B · Tell/AAC: Say who prepares paper, who might mark cues, what the reader is asked, and why to stop.
- C · Direct: Direct an adult to read the steps and point to Q TRY 1 as INTERRUPTED, with NO STOP MARK.
Home: Practise asking a toy “Was that try finished?” No motion experiment or equipment is needed.
Day 95 · Fresh first response
Shared target: Design two services for a new source-status task.
- A · Draw: Show two different guide routes on the new child page; choose one for its listener.
- B · Tell/AAC: Give two ideas, choice and missing-result explanation; adult records exact words.
- C · Direct: Direct an adult through two possible ASK/CHECK/TELL routes without receiving a content answer.
Home: After first work is saved, invent another pretend complete/unfinished pair and ask what could be told.
Day 96 · Make or plan broad cues
Shared target: Show safe making decisions and accurate physical-handler status.
- A · Draw/mark: If approved, mark three large ASK/CHECK/TELL areas under adult control using blank maker as a diagram; otherwise plan them.
- B · Tell/AAC: Say where each cue would go and who actually marked/held it, or NOT TRIED.
- C · Direct: Direct an adult to place or describe broad approved cues; your choice of order is recorded separately from their physical action.
Home: Explain the three headings to a toy; do not make or test cards at home.
Day 97 · Reader try or honest plan
Shared target: Record a real willing reader's exact attempt/status choice, or NOT TRIED.
- A · Draw: On reader record, mark what the reader actually pointed to, including prompt used.
- B · Tell/AAC: Say the reader's exact words/selection if a real try happened; otherwise state the question you would ask.
- C · Present/direct: With adult approval, present or direct the cues to a willing reader. A private, no-touch reader route is valid.
Home: Ask a pretend toy to find the interrupted row in a pretend record. Do not call its invented reply a school result.
Day 98 · Revise one cue
Shared target: Connect a change to actual feedback or a named unknown.
- A · Draw: Change a word, order or large symbol on reader record; mark why.
- B · Tell/AAC: Finish “The reader actually ___ / we did not try, so I would ___.”
- C · Direct: Direct an adult through a revised cue order, then state what a later reader would need to do to check it.
Home: Suggest a clearer pretend question for a toy and one way you would check later.
Day 99 · Real source or fictional practice?
Shared target: Identify what a real familiar sample/service would require before explaining it.
- A · Draw: Point to needed fields on blank authentic sample slot, leaving facts empty without a real source.
- B · Tell/AAC: Name source, date/consent and one thing a chosen listener cannot yet know.
- C · Direct: If school-approved, direct an adult to describe an actual familiar reporting tool and log what you actually noticed; otherwise use the fictional practice source.
Home: Tell a toy why one pretend drawing cannot prove someone learned over time. No personal work is needed.
Day 100 · Fresh sample guide
Shared target: Give two service ideas for a new fictional sample pair with an honest date/source limit.
- A · Draw: Show two different ASK/CHECK/TELL layouts and choose one; leave any real listener result NOT TRIED.
- B · Tell/AAC: Describe two guide ideas, one reason and the missing date, with exact adult transcription.
- C · Direct/plan: Direct an adult through the service steps for the new listener; no actual child portfolio or public performance is required.
Home: After first work, invent a new pretend sample and ask what date or source would help explain it.