Adult reads the rich source and the chosen route. These are flexible contexts and communication choices, not fixed learning-style categories. The same daily English target can be shown through point, sign, AAC, speech, large tactile cards, drawing, independent writing or adult-directed verbatim scribing. Child print is optional only at the individual's explicitly taught point. Days 195/200 choices are after the fresh check.
Day 191
- Paper library visitor: Choose an imaginary visitor or consenting adult; name two things they need from A's kit guide. Child print: “i can see”
- Toy museum guide: Select a real or pretend audience and point to A's card and return-pocket details for them. Child print: “a map”
- Puppet's first visit: Explain what a puppet may need to know about the TENT/POND/PATH card kit; label any puppet answer MODEL. Child print: “it is on a mat”
Day 192
- Library display: Put A's choose/place/name-or-story/return directions in order for a first-time reader. Child print: “a mat”
- Paper museum: Direct an adult through one kit turn and repair a swapped return step. Child print: “i can see it”
- Puppet desk: Use four broad order cards or AAC choices to explain the kit without leaving out the pocket. Child print: “a red cap”
Day 193
- Paper garden: Replace “that one” with a named outline and place for an audience using a spoken description. Child print: “i can see”
- Toy map: Name the POND oval or PATH's two lines without relying on colour, then add where it goes. Child print: “a map on a mat”
- Story stage: Direct an adult to a specific labelled card and SCENE pocket using words, sign or AAC. Child print: “it is red”
Day 194
- Private rehearsal: Explain one card to an imaginary visitor and label any question MODEL; revise for clarity without claiming actual feedback. Child print: “a mat”
- Consenting adult: Give a short kit explanation and record the adult's exact question/action if they actually respond; edit one detail if needed. Child print: “i can see it”
- Consenting peer or quiet AAC exchange: Choose audience and mode, share a source-accurate instruction and keep first/revised words plus actual feedback if any. Child print: “a red cap”
Day 195 · after your check
- Paper puppet theatre: Explain a different broad-card display to a pretend puppet and mark its answer as a model. Child print: “a map”
- Book basket: Tell a consenting adult where two large paper book-shape cards go; record only their actual response. Child print: “i can see”
- Toy garden labels: Give ordered instructions for returning three broad paper labels to a named pocket; fix a vague phrase. Child print: “it is on a mat”
Day 196
- Library shelf: Sort C's Mira story and D's station sign by purpose and cite a clue from each. Child print: “a map”
- Paper game: Read/hear C, D and E with an adult; say which tells events, which gives directions and which is controlled short print. Child print: “i can see it”
- Classroom kit: Direct an adult to place STORY / INSTRUCTION / SHORT STRIP labels under the samples and explain one choice. Child print: “a mat”
Day 197
- Map on mat: If taught, read E1 without picture and make or describe the scene; reread when meaning needs checking. Child print: “a map is on a mat”
- Red cap: If taught, read E2 without picture, then check whether a broad cap card matches your words. Child print: “i can see a red cap”
- Cup on mat: If taught, read E3 without picture and direct an adult to place broad paper cards; mark adult-read if any word is not yet taught. Child print: “a cup is on a mat”
Day 198
- Puppet theatre: Retell C's four source events, then change one clearly fictional detail for your own puppet version. Child print: “a map”
- Paper map: Place beginning/problem/action/ending cards, then invent a different label only after source retell. Child print: “i can see it”
- Picture-book page: Dictate or draw Mira's problem and repair; say one thought about Mira as your thought, not a quoted story fact. Child print: “it is on a mat”
Day 199
- Speaking or AAC sample: Choose one actual available explanation/retell record, say what you contributed and which words an adult supplied. Child print: “i can see”
- Reading/meaning sample: Choose an actual available strip or text-purpose record, name whether you read or heard it and one next try. Child print: “a map is on a mat”
- New current sample: If an older sample is missing, create a short source-bounded caption now and mark the other slot NOT AVAILABLE. Child print: “a red cap”
Day 200 · after your check
- Paper recipe card: Compare a new fictional two-step instruction with a tiny story about a pretend cook; say which helps a visitor act. Child print: “a cup”
- Map repair tale: Retell an original short paper-map problem and mark which part you invented; keep story separate from directions. Child print: “i can see it”
- Portfolio note: Choose one actual sample and one small next step, with adult help named; a missing sample stays missing. Child print: “a map”
Teacher print note: The strips are not a national phonics sequence. Adult reads any untaught print and records support; no picture is used to guess words. A child can complete each meaning target privately without print or touch. Original SubjectNest learner choices © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.