# Foundation English · thirty same-target learner choices · Days 191–200

Adult reads the [rich source](MATERIALS.md) 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](https://creativecommons.org/licenses/by/4.0/).