# Clean learner cards · three ways to show the same idea

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](print/paper-learning-place-map.pdf); 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](STUDENT-CHECKS.md) 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](STUDENT-CHECKS.md) 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.