Interactive studios — plain-text… | Year 1 · T1 W1–2 · Learner Print

Use this page without a screen or sound. Print only the cards you need. A full ten can be a teacher-prepared strip with ten cells, a large tactile piece verified as ten, or a rectangle labelled 10; a one can be a large counter or a dot labelled 1. Keep small pieces away from learners whose safety plan calls for larger materials. No colour is required. The teacher keeps answer/check notes on a separate page.

Ten and Ones Studio: blank mat

Card: __________________________   Target: ______

TENS (each full strip is 10)       ONES (each loose mark is 1)
________________________________  ________________________________
________________________________  ________________________________

I have _____ tens and _____ ones.
My total is 10 × _____ + _____ = _____ .
If I trade ten loose ones for one ten, the total stays _____ .
If I open one ten into ten loose ones, the total stays _____ .

Library returns — four different cards

Empty trolley: show zero books.
Books to sort: one tray of ten and seven loose books; build the amount.
Fill a tray: start with two full trays and ten loose books; trade the ten loose ones for one full tray. Show before and after.
Open a tray: start with four full trays and three loose books; open one tray and show the same amount another way.

Art studio — four different cards

Loose chalks: show eight loose chalk sticks.
Chalk boxes: three boxes of ten chalk sticks and four loose sticks; build the amount.
Pack the last ten: start with three boxes of ten and ten loose sticks; exchange the ten loose sticks for one box.
Paper shapes: four packs of ten shapes and seven loose shapes; build the amount.

Weekend market signs — four different cards

Fruit icons: two rows of ten drawn fruit icons and three more; build the amount.
Cup icons: two rows of ten drawn cup icons and eight more; build the amount.
A new strip: start with four strips of ten drawn icons and ten loose icons; exchange for a fifth strip.
Card display: four rows of ten drawn cards and nine more; build the amount.

These are drawn classroom examples, not counts at a real library, studio or market. A learner may say, point, sign, use AAC, select pieces or direct an adult to place large tactile pieces. Record how the amount was shown and whether the exchange was independently chosen.

Sound and Story Studio: word sound boxes

Adult: choose a card only after its graphemes have been taught; say the word normally. Learner: look at all letters, then place one tile per sound. sh and ch go in one box. In st and nd, both consonants are heard and use separate boxes. A correct box sequence is not a claim of fluent independent reading.

Place: ______________  Word card: ______________
Sound box 1 [____]  2 [____]  3 [____]  4 [____]  5 [____]
I blended the word: ____________________________
Adult prompt or support used: __________________

Place	Word 1	Word 2	Word 3	Adult-read context, if needed
Weekend market	cash	chop	stand	Cash can pay at a stall; a cook may chop; a sign may rest on a stand.
Toy repair bench	sand	step	shop	Sand can stick in a toy wheel; checking a part is a step; a repair shop is a place where people fix things.
Community garden	pond	much	pot	A pond holds water; a small pot cannot hold much soil; a plant may grow in a pot.

The longer context explanations above are for an adult to read or explain. They are not controlled decodable sentences for this fortnight.

Adult-read story cards for oral retell

Weekend market — The sign at the stall. “Mina set a paper sign on the market table. A breeze tipped the sign over. Mina clipped it to the table and checked that people could read it.”

Event choices, deliberately out of order: (A) Mina clipped the sign and checked it. (B) Mina set a paper sign on the table. (C) A breeze tipped the sign over.

First ___ Next ___ Last ___ Who? _ Where? _

Toy repair bench — The toy cart. “Tari noticed a loose wheel on a toy cart. They put the cart on the repair mat and tightened the wheel. Then they rolled the cart once to check it.”

Event choices, deliberately out of order: (A) Tari rolled the cart to check it. (B) Tari noticed a loose wheel. (C) Tari put the cart on the mat and tightened the wheel.

First ___ Next ___ Last ___ Who? _ Where? _

Community garden — The mixed packets. “Lea put three seed packets on a bench. A gust mixed the packets. Lea read each label and sorted them back into the right trays.”

Event choices, deliberately out of order: (A) Lea read the labels and sorted the packets. (B) A gust mixed the packets. (C) Lea put the seed packets on a bench.

First ___ Next ___ Last ___ Who? _ Where? _

These three stories are adult-read listening and retell texts. They contain untaught spellings and must not be labelled independent decoding checks. Learners may look back, listen again, draw, point, sign, use AAC or dictate. Record the support and the retell evidence separately from word reading.