# Learner cards · three same-goal routes each day

Use the child's preferred school-approved speech, sign, AAC, eye gaze, pointing, drawing or child-directed adult scribe. Routes are **not learner labels or ranked styles**. A uses approved dry marks; B uses large fixed prepared shapes or adult handling; C needs **no print, screen, touch, real plant view, motor action or family disclosure**. Adult reads the child's exact plan back; log actual maker/handler. A precise described but unmade idea is **PLAN ONLY**. Optional home bridges cost nothing and require no photo, upload or personal details. The [worked swaps](PRACTICE-SWAPS.md) are not the held [Checks U/V](STUDENT-CHECKS.md).

## Day 61 · Story says / artist chooses

**Say:** “Choose one thing the made-up story says and one mark idea you add yourself.”

- **A · mark:** draw a fictional cardboard boat or flag; label a sourced object and invented line choice.
- **B · direct:** select a fixed broad outline for the story object and direct an adult to add a chosen mark; confirm which part is invented.
- **C · no material:** name the story-stated object and describe an exact mark length/spacing for it; adult reads back both labels.

**At home if wanted:** tell a made-up object story, then say one story fact and one art addition. No family account.

## Day 62 · Short/long

**Say:** “Try short and long lines on an imagined surface. Which would you use, and why?”

- **A:** sketch both mark lengths on separate blank areas and choose one.
- **B:** direct adult placement/drawing of fixed broad short and long lines; name location.
- **C:** describe a short-line version and long-line version of the same imagined object; choose one.

**At home:** imagine a paper bag or toy wall and describe two line lengths; no material touch or claim about feel.

## Day 63 · Close/spaced

**Say:** “Move the same kind of marks close together or spread them. What do you want your picture to show?”

- **A:** make two fictional surface cards differing in gaps only.
- **B:** direct adult to place fixed broad dashes in two positions; adult does not choose the gap.
- **C:** say/sign/AAC two exact spacing plans and a reason, with no touch.

**At home:** speak two ways to place four imagined dashes on a paper kite, without making or buying anything.

## Day 64 · Source-aware illustration

**Say:** “The story gives the boat. You choose its lines. Tell me which is which.”

- **A:** make an original fiction illustration with a child-selected mark texture.
- **B:** direct adult arrangement of a broad source-object outline and mark treatment; name actual handler.
- **C:** dictate an exact visual plan and source/art labels; record plan only if nobody makes it.

**At home:** invent a different harmless story object and an illustration choice; no private family detail.

## Day 65 · Check U

**Say:** “New made-up lantern source. Show two mark ideas, choose one, and say what the story gave versus what you added.”

- **A:** make two options on blank check areas.
- **B:** direct neutral adult placement of fixed broad lines without adult ideas.
- **C:** dictate/sign/AAC two exact line treatments and labels; neutral read-back.

**At home:** do not rehearse this held source. Later, invent a *different* paper object and try two line choices.

## Day 66 · Real view or fiction, stated honestly

**Say:** “What feature is actually visible or exactly described? How might your marks show it?”

- **A:** from an approved safe view or fictional paper plant, draw the selected visible feature using a chosen line.
- **B:** receive exact adult description, then direct fixed broad lines; actual source/date stays labelled.
- **C:** respond to exact description in words/AAC/sign without touching or seeing plant; if no real view, use labelled fiction only.

**At home:** imagine a paper leaf edge and choose marks. No unknown plant handling or species guess.

## Day 67 · Same feature, new marks

**Say:** “Keep the source feature. Change only your art lines or choose to keep them.”

- **A:** make two art treatments of one named feature, with reason.
- **B:** direct an adult to make two broad fixed treatments, keeping source fact repeated exactly.
- **C:** describe two mark plans and say what the source feature was; a spoken plan is complete idea evidence.

**At home:** use the fictional paper leaf to describe two line weights; do not claim a living leaf changed.

## Day 68 · Look again

**Say:** “If we have a second real view, say what it shows. If not, we can still change our art marks with fiction.”

- **A:** make a second dated art study from the approved view or fictional revision.
- **B:** adult describes actual feature/date/view literally, then marks at child direction; compare art choices only unless source comparison is supported.
- **C:** give a no-material second art plan and separate source status; no forced plant encounter.

**At home:** describe two drawings of the same imaginary leaf; a bolder drawing is not plant growth.

## Day 69 · Real artwork and optional share

**Say:** “What can we actually see in a cleared work? What does the maker's source say? You choose whether to show your work.”

- **A:** respond to a cleared real work if available, optionally share original art with actual willing viewer.
- **B:** hear a precise credited description/context and respond; direct private showing if chosen.
- **C:** receive same approved source words without image or touch, respond or pass. With no cleared work mark encounter not observed.

**At home:** optionally tell a willing person about an original own mark, or keep it private. Do not copy community work.

## Day 70 · Check V

**Say:** “Two made-up paper cards say the same edge. Try two art line treatments. What stayed in the source and changed in your art?”

- **A:** make both treatments in blank check spaces and choose one.
- **B:** direct neutral adult marking of broad lines without a proposed line style.
- **C:** dictate/sign/AAC two exact treatments, source sameness, chosen art reason; adult reads back neutrally.

**At home:** do not rehearse held paper-garden edge. Later, use a different fictional shape and compare two mark treatments.

## Record the actual route

For each day note source status and date/view if real, child-selected mark length/direction/spacing, source fact versus art invention, maker/handler, neutral prompt and access, actual willing viewer if any, what remains unobserved and next art teaching move. Route choice does not diagnose vision, motor skill, neurotype, language or family background. A child's “not visible”, “not shared” or “I cannot tell” is valid evidence about the situation, not a penalty.