# Read, describe, show · learner cards

**Use one card with your teacher.** Try the short words before you see a picture. You can point to letters, use moveable letters, speak, sign, use a communication device, type or ask an adult to write your idea. Take your time.

## 101 · Four words

**map**　**mat**　**cap**　**cup**

Touch the parts, blend, then choose a word to build. Which two words start the same way?

## 102 · One sentence

**A red cap is on a mat.**

Read first. Ask for the teacher's made-up drawing. Which words can you check in the drawing?

## 103 · A picture with a reason

**I can see a map.**

Read first. Look at the paper artwork after reading. Tell or show one shape you notice and a clue that helped you name it.

## 104 · Choose exact words

**map**　**red**　**cup**　**ten**　**see**

Read two. Then finish: “I notice ___ because ___.” The adult can write longer words you choose.

## 105 · Describe without guessing

**A map is on a mat.**

Read the line. Ask for the invented paper picture. Say only what you can check there. Your teacher may give you a separate new shape to describe.

## 106 · Listen to two directions

**I can see a map.**

Read the line. After the adult shows a paper map, point to the start, first stop and next stop as they say each step.

## 107 · Where is it?

**A cap is on a mat.**

Read the line. Place paper pictures to make it true. Then move the cap and say where it is **relative to the mat**.

## 108 · Mix and build

**map**　**mat**　**play**　**see**

Read two in a new order. Build **mat** with letters and explain where the sounds go.

## 109 · Check a route

**A map is on a mat.**

Read first. Ask your teacher for a new paper route. Give two connected steps and check where the paper visitor ends.

**Day 110 uses a new teacher card.** Your first answer helps your teacher choose the next lesson. You may answer privately.

Original learner cards © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit and indicate changes.