Adult reads each route and its source. The Child print strip is optional at each child's taught point, not the rich text to decode. The same target can be shown through a point, speech, sign, AAC, broad tactile cards, drawing or adult-directed placement. Use fictional paper objects; no one must tell a private conflict, touch a prop or speak to a public group. Days 175/180 routes are after the fresh check.
Day 171
- Pretend library: Use A to show what Luma and Jay each wanted and what the story does not yet tell. Child print: “a mat”
- Toy road: Place a road card and puppet card beside one broad mat; retell both views without choosing a winner. Child print: “i can see”
- Paper theatre: Direct an adult through A's four scenes and leave the result open. Child print: “it is on a mat”
Day 172
- Pretend shop: Reword a paper-counter request to include what you need and a question someone can answer. Child print: “a cap”
- Story rug: Use B's “I hear you” move to disagree with a plan while still listening. Child print: “i can see it”
- Puppet stage: Choose ASK, REASON and OTHER VIEW cards for a fictional shared prop. Child print: “a red mat”
Day 173
- Block mat: Put a request, another view and a proposed try on C's plan mat; mark result not tested. Child print: “i can see”
- Book display: Explain why a turn plan is a proposal until people have used it and been asked. Child print: “a map”
- Toy sports court: Ask one question that would show whether both paper teams got a chance. Child print: “it is red”
Day 174
- Library message: Dictate a short request plus reason; ask a chosen listener what it means and change one useful word. Child print: “a mat”
- Toy stage note: Draw a two-turn plan, label it proposed, then revise after a listener's response. Child print: “i can see it”
- Art table: Make a fair-plan card for two fictional paper displays with a check question, not a claimed outcome. Child print: “a red cap”
Day 175 · after your check
- Paper picnic mat: Make a new fictional request and a respectful reply; say what would still need trying. Child print: “a mat”
- Toy workshop: Use B's ask/reason/other-view frame with a different broad paper tool. Child print: “i can see”
- Library queue model: Give both fictional characters a chance to speak and ask how to know whether the plan worked. Child print: “it is on a mat”
Day 176
- Train windows: Use D's six broad shapes to tell the three-shape repeating part and the next three. Child print: “i can see it”
- Book border: Direct an adult to build two circles, one square, then repeat; compare to D. Child print: “a map”
- Paper garden sign: Describe D by shape names and order, not colour, and give a listener the next step. Child print: “a red mat”
Day 177
- Toy-house sign: Use E to tell where triangle and circle go relative to square; repair “there”. Child print: “i can see”
- Paper-map legend: Direct an adult to place a triangle above and a circle right of a central square. Child print: “a map on a mat”
- Stage set: Choose which position word would fix a listener's “by the square” mismatch. Child print: “a red cap”
Day 178
- Toy train: Give a two-step shape instruction to a chosen listener; compare the result with first words. Child print: “i can see it”
- Paper scarf border: Use D's repeating part, then revise one missing shape/order word after a listener try. Child print: “a mat”
- Library shelf label: Draw or dictate a shape direction; record what an adult understood and repair a vague phrase. Child print: “it is red”
Day 179
- Paper garden border: Teach another person an original broad-shape sequence and keep first/revised directions. Child print: “i can see”
- Transport sign: Give two precise paper-tile steps that work without colour, then ask the listener what happened. Child print: “a map”
- Puppet stage: Dictate a triangle/square placement instruction and revise a location word if a listener needs it. Child print: “a red mat”
Day 180 · after your check
- Museum tile strip: Create a different three-shape repeat for an adult; say its repeating part and one precise next step. Child print: “a mat”
- Book-cover border: Compare “put it there” with your named shape and location instruction, then choose clearer wording. Child print: “i can see it”
- Toy road sign: Give a new two-step shape direction and ask what a listener would still need to know. Child print: “a red cap”
Teacher print note: Optional strips are not a national phonics sequence. Adult reads any untaught word, and the child can still show meaning. No picture is used to guess printed words. Original SubjectNest learner choices © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.