# Learner cards · English Days 121–130

One card at a time. An adult reads the long story. Try your taught short print before seeing a picture. You can point, move large cards, speak, sign, use AAC, draw, type or direct an adult. You can always use made-up characters and paper places.

## 121 · First, next, last

**map**　**mat**　**cap**　**cup**

Blend a word. Listen to the paper-garden story. Point to its beginning, change and ending.

## 122 · The picture and the words

**I can see a map.**

Read first. Look at two paper-story frames. What does a picture show? What do the words tell you?

## 123 · A different story purpose

**day**　**play**　**see**　**ten**

Blend two. Listen to Ada's book-corner sign. How is this story different from the paper garden?

## 124 · Make a three-frame plan

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

Read a taught part. Use the blank mat to plan any made-up story with a beginning, something that changes and an ending. Ask who may see it.

## 125 · A new picture story

**map**　**cup**　**see**

Read a word. Your teacher will show a **new** story. Place its three parts and say what one picture adds. You do not need to upload or share your own image.

## 126 · A rule can help

**I can stop.**

Read a taught part. Listen to the made-up paper-path game. Which rule helps someone join?

## 127 · Name the start and stops

**A cap is on a mat.**

Read first, then check the paper picture. Tell or show a path rule with a start, first stop and next stop.

## 128 · Ask for a reason

**I can see ten.**

Does the picture really show ten? Tell what you checked. Then ask why a made-up game's rule is fair for different players.

## 129 · Listen and improve a rule

**stop**　**sit**　**nap**　**play**

Blend words at your taught point. Give one short rule for a paper game and a reason. Let a listener ask for a clearer step.

## 130 · A new rule story

The teacher has a **new** story and short print. Listen, explain a rule and why it helps. Your first idea helps the next lesson; no movement race or personal story is needed.

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