# Learner cards · one art goal, three ways in each day Read aloud, sign, use AAC, point, direct a willing adult or use exact description. These are **equivalent ways to make an art decision**, not learner labels or a hierarchy. Route A uses locally approved dry marks; B uses large prepared cards or adult handling with child direction; C needs **no object, print, screen, touch, colour recognition or movement**. Adult scribe repeats the child's choices for confirmation. A family route is optional, no purchase or submission, and never asks for child-identifying photographs. The matching worked contexts are in [Practice swaps](PRACTICE-SWAPS.md). Keep the [teacher key](teacher/KEY-AND-NEXT.md) separate from the two public checks. ## Day 41 · One mark, more than one cue **Say to child:** “Choose the part you want someone to find. Name a colour if you want. Add a shape, line or word so the part can be found without colour.” - **A · mark:** draw an imagined object; give its important part a named colour and a dotted/striped/outlined mark. - **B · direct:** choose from two broad fixed shapes and two named colour cards; direct an adult to place one and add a different line cue. - **C · no material:** describe the object, chosen part and two independent finding clues. The adult reads the exact plan back. **At home if wanted:** a carer describes a made-up box; child names the part and two cues. No real object or photo needed. ## Day 42 · Which part comes forward? **Say:** “Try two choices for the same picture. Which one would you choose to draw attention to your part?” - **A:** make two small versions with the stripes/border on different parts. - **B:** direct an adult to move a prepared broad stripe card between two locations; choose a named colour if useful. - **C:** say or sign “first the ___ has ___; second the ___ has ___; I choose ___ because ___.” **At home:** describe two ways an imagined toy might draw attention to one part; a spoken choice is complete. ## Day 43 · Show one thing we found **Say:** “Tell me whether your source is real and dated or made up. What detail will your art card show?” - **A:** draw a detail from an adult-approved real object or invented object; use a named colour plus hatch/shape. - **B:** direct the adult to place a large fixed detail outline and a broad cue; child chooses and confirms source status. - **C:** describe the art card and source status aloud, signed or with AAC; adult repeats actual versus imagined detail. **At home:** invent a finding about a story object and label it **made up**. No household inventory or data upload. ## Day 44 · Make a small display card **Say:** “Make one part easy to find in two ways. What will you keep or change?” - **A:** make an original card and revise one line, mark or named-colour choice. - **B:** direct an adult to set out two broad prepared choices and change one chosen feature. - **C:** give an exact first and revised plan; confirm it when the adult reads it back. Record **plan only** unless made. **At home:** a no-print oral “first/now” art card for an invented object; no display required. ## Day 45 · Check Q **Say:** “Two different art ideas for the imaginary cart. Choose one. Tell me how the chosen part can be found without colour.” - **A:** draw two options on the blank check page and name a colour if useful. - **B:** point to or direct broad prepared marks; the adult records the child-selected positions without supplying an idea. - **C:** dictate/sign/AAC two exact options, selected one, intended focus and two cues; adult reads back neutrally. **At home:** do not rehearse this held source. Later, invent a *different* vehicle and try the same two-option thinking. ## Day 46 · Look back without guessing growth **Say:** “Find one thing to keep and one thing you might try. You can start a new first draft today.” - **A:** look at own approved work or make a new draft; sketch a possible change beside it. - **B:** direct an adult to describe an approved work exactly, then choose a keep/try card. - **C:** hear the fictional first/now basket description and describe a keep/try choice; if no own work exists, say **new evidence**. **At home:** an adult may describe the child's own willing-to-discuss drawing, or use the invented basket; avoid a judgement of “better.” ## Day 47 · Make a revision with a reason **Say:** “Keep or change a cue. Tell me why.” - **A:** make a second version with one deliberate colour/mark change or keep, then name it. - **B:** direct adult placement of large fixed outlines in first/now spaces; child chooses the difference and reason. - **C:** give an exact first/now description and reason, with no handling. Distinguish plan from made work. **At home:** speak a revision for a fictional game token; no drawing required. ## Day 48 · Explain your art **Say:** “What should a viewer find? Why did you choose that mark? You choose whether to share.” - **A:** point to own original work and speak, sign or write a two-part art explanation. - **B:** direct an adult to hold/describe the work; child confirms or corrects the description. - **C:** describe a plan privately, with AAC/sign/voice or adult scribe. A rehearsal is not an actual audience share. **At home:** optionally tell a willing adult about an original drawing; no recording, submission or public post. ## Day 49 · Real maker and optional viewer **Say:** “What can you see in a cleared real work? What does its source say? You may share your own work or pass.” - **A:** observe approved real work, respond to a documented maker/purpose, then choose a willing viewer if desired. - **B:** receive exact adult description of cleared work and source context; give a response and direct private showing if chosen. - **C:** hear the same credited context without image/touch; respond or pass. If no cleared work exists, use the fictional art question and mark real encounter **not observed**. **At home:** choose an original own mark to describe to a willing person, or keep it private. Do not copy a community design. ## Day 50 · Check R **Say:** “The imaginary station clock is a teacher's first draft. Show one now choice, what stayed or changed, and why.” - **A:** make a now version on the blank check page. - **B:** direct an adult to place broad shapes in the blank now space; child controls cue and reason. - **C:** dictate/sign/AAC an exact now plan and reason with two finding cues; adult reads back without suggestions. **At home:** do not rehearse this held source. Later, describe a revision for a *different* fictional object. ## Record without ranking routes For each day, note child art choice; original or fictional source; actual maker/handler; route and support; any actual viewer and response; what remains unobserved; next teaching move. Do not infer colour vision, attention, communication ability or family resources from route choice. Use locally approved assistive supports and the child's preferences.