# Learner cards · choose and switch your route 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](print/TEXT-ALTERNATIVES.md) 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](print/fictional-trial-record.pdf) 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](print/service-ideas.pdf), 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](print/reader-record.pdf). - **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](print/safe-service-steps.pdf), 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](STUDENT-CHECKS.md). - **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](print/cue-card-maker.pdf) 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](print/reader-record.pdf), 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](print/reader-record.pdf); 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](print/authentic-sample-slot.pdf), 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](STUDENT-CHECKS.md) 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.