Your teacher gives you a made-up paper place or source card and reads it aloud. Choose A, B or C, and switch whenever useful. These are not fixed learning styles or ability groups. You may point, sign, use AAC, draw, speak, write or tell an adult where to move a broad card. You do not have to tell anyone about your home, family, birth, culture, celebration or own special place. A real example is optional only if you and your educator choose it safely. When you talk about a source, say which card/map showed it. A made-up speaker tells us only what that speaker says.
Day 1 · What could we ask about this map?
Look at Paper Learning Place. Find STORY MAT. Ask one question about something actually shown on this paper map.
- A · Point/ask: point to STORY MAT and another feature, then ask where/what about its printed position or label.
- B · Mark/ask: mark the matching map cell, then draw or dictate your question beside it.
- C · Direct/ask: tell an adult which map label to read and where to put a question marker; ask your own question.
Same target: source-based place identification plus an answerable question, without a claim about a real school. Home: with a supporter or paper puppet, ask “Where is STORY MAT?” on the fictional map; no home map is needed.
Day 2 · Record two places on a paper map
Find MAKER TABLE and WATER POINT on the fixed map. Record each on a broad grid and show the source cell for each.
- A · Large icons: move copied broad icons into centre and bottom-right record cells; point back to the map.
- B · Drawn grid: draw a simple 3×3 grid, mark the two labelled cells and check against the map.
- C · Adult mover: direct an adult's copied icon placements and correct any cell that does not match.
Same target: two accurate pictorial locations and a source-to-record check. Home: draw a three-box paper row labelled DOOR, BOOK, SEAT; put a mark under BOOK and show which printed label you used.
Day 3 · Who said a place was special, and why?
Read or hear Pip's and Ren's fictional cards. Match each person's printed reason to the printed place. You may talk only about the cards.
- A · Pair cards: place Pip beside REST SEAT and Ren beside MAKER TABLE, then point to each reason line.
- B · Two marks: make one mark for each speaker/place link and dictate or draw the different reason.
- C · Adult reader: direct the adult to reread each exact line, then signal whose reason belongs to whom.
Same target: two attributed, differing fictional perspectives, not a statement about all people. Home: reread just the two invented cards and ask “Which one mentions a book? Which mentions paper designs?”
Day 4 · What does the care card support?
The paper sign has slipped across a drawn walkway. The story says an adult checks it and puts it back visibly. Say what the source shows and one safe care idea a child could suggest.
- A · Sort cards: put “sign slipped” under SOURCE and “tell an adult” under MY SAFE SUGGESTION.
- B · Two boxes: draw the pictured sign in one box and dictate the limited conclusion in another.
- C · Direct: tell an adult which source detail to point to, then give your own safe suggestion.
Same target: source/action versus possible care conclusion, without handling a real hazard or claiming a real outcome. Home: use the fictional card and tell a paper puppet why a visible sign might be easier to find; do not inspect a real hazard.
Day 5 · Fresh check, then a different paper story
Do Check A with the teacher's new room map, views and care source. Your first answer is kept before feedback. Use the source labels, attribute the two voices and give one limited care idea.
- A · Broad cards: move one place icon to a record grid, pair each fictional voice with a reason, then sort source/suggestion cards.
- B · Drawn marks: mark the map cell, make two speaker/reason marks and a two-box care note.
- C · Direct: tell an adult exactly where to place/point; give your own source-based conclusion.
Same target: new pictorial location, two attributed views and source-bounded care conclusion. After-check practice only: make a different toy-room grid with DOOR top-left, ART MAT bottom-left and BOOK BOX bottom-right; two fictional cards say one likes ART MAT for drawing and another likes BOOK BOX for finding stories. Home: use that different invented toy-room story; no personal place details are needed.
Day 6 · Which sign is meant for the visitor's question?
A fictional visitor says, “I am looking for the STORY MAT on this paper map.” Find a sign meant for that place. Ask one question about the sign. The source does not say the visitor used it.
- A · Match: place STORY MAT sign beside the STORY MAT cell and ask who it might be intended to help.
- B · Draw: draw the sign's BOOK outline and word label beside a copied map cell; dictate your question.
- C · Direct: ask the adult to read two labels, then direct the matching sign placement and ask your question.
Same target: source-matched sign/place and a question about intended use, with actual effect unknown. Home: draw a big imaginary book mark beside a labelled story spot; test only on a paper puppet.
Day 7 · Before, next, after
Use the three invented sign-making pictures: blank board; BOOK mark and STORY MAT words added; sign beside the mat. Tell a source-based sequence.
- A · Picture move: order three broad frames and point to the detail that shows each step.
- B · Three boxes: draw or dictate one source detail in each before/next/after box.
- C · Adult mover: direct the adult's frame order and retell the three steps yourself.
Same target: correct pictorial timeline and a three-part narrative; no claim a real visitor used the sign. Home: draw three large boxes with blank paper, mark added, sign placed, then retell the drawn sequence.
Day 8 · What says it? What might follow?
Pip's card is about REST SEAT; Ren's card is about MAKER TABLE. A sign designer might make signs for those places, but the cards do not show a sign test.
- A · Two columns: put an exact card statement under SAYS and a careful idea under MIGHT.
- B · Mark/label: copy a word or dictate a source detail, then draw a separate question mark for what is unknown.
- C · Adult reader: choose a card for the adult to reread, name its speaker and give one “might” statement with a reason.
Same target: attributed view, matching sign and cautious inference; sign effectiveness unknown. Home: reread Ren's sentence and say what it says, then say one different thing it does not prove.
Day 9 · Make a paper sign with a reason
Choose a labelled place on the fictional map, such as MAKER TABLE. Make or direct a picture+word/raised sign and say which pretend visitor it is intended for. Ask a question a visitor could ask.
- A · Broad pieces: place a drawn icon and a word card on the sign mat, then put it beside the matching map label.
- B · Draw/dictate: draw a large distinct icon and dictate the label plus an answerable visitor question.
- C · Adult scribe: tell an adult exactly what to draw/write and where to place it; give your own intended-audience reason.
Same target: child-controlled sign, source-matched place and question, with model use distinguished from real feedback. Home: design a sign for an imagined book corner with a supporter; no home photo or location is needed.
Day 10 · Fresh sign-and-source check
Do Check B with the teacher's new pavilion map, visitor line and picture sequence. Keep the first question, map placement and source narrative before feedback. The sign's real-world usefulness remains unknown.
- A · Broad pictures: move the requested place icon and three timeline cards, then point to the visitor/source line.
- B · Drawn record: mark the map cell, order three source pictures in boxes and dictate an answerable question/conclusion.
- C · Adult mover: direct placement and order; ask your own question and name what the printed visitor says.
Same target: new map/question, ordered picture source, attributed line and limited intended-use conclusion. After-check practice only: use a different invented OPEN/WORK/REST three-cell paper hall; draw a sign for WORK and order blank sign → mark added → sign placed. Home: choose one fictional source sentence to retell; a family/carer response is optional and never required.