# Year 10 English · clean learner choices · Days 11–20

Use the day's [original text](ORIGINAL-TEXTS.md), unless the teacher supplies a **fresh source** on Day 15 or 20. Choose **A, B or C** each day; you can switch tomorrow. Each choice has the same evidence target, with different ways of investigating and expressing it. These are options, not fixed learning-style labels. Read, listen to an exact reading, use Braille, speech, AAC, typing, drawing with full labels or a directed scribe. Keep your own interpretation and the exact source words/counts available. An adult reading gives text access; it does not show independent print reading. No personal disclosure, purchase, live trial or public recording is needed. All settings and numbers are invented.

## Day 11

**Target:** State Text A's counted unit and five complete paired routes; make one supported paper-model claim and one clear real-reader limit.

- **A · Trace and annotate.** Trace two paired rows and the missing sixth endpoint, then write a two-sentence source-to-claim note with the five-pair denominator.
- **B · Editor's correction.** Repair a fictional headline “Six routes prove faster reading” by citing two exact Text A details and naming the untested outcome.
- **C · Method storyboard.** Arrange QUESTION, PAPER ROUTES, COUNT, MISSING and LIMIT cards. Direct a partner/scribe to record your spoken/AAC account with the source numbers.

**Exit:** Text A counts ___ across ___; it does not measure ___.

## Day 12

**Target:** Explain the paper question, matched route construction, page-turn unit and reason for excluding the incomplete sixth pair.

- **A · Sequence strip.** Reorder five method strips, then turn them into a paragraph with “because” and a precise noun for the missing B endpoint.
- **B · Reproducibility memo.** Write four numbered instructions a fictional paper-map reviewer could follow, then add why this is not a human trial.
- **C · Audio/AAC explainer.** Give a quiet 45-second explanation with an exact local transcript; direct the transcript's order and check it includes the unit and missing-pair rule.

**Exit:** Because route 6's B endpoint ___, a five-pair comparison ___ .

## Day 13

**Target:** Identify two Text B overreaches using Text A and write one claim that stays within the source.

- **A · Claim-source chain.** Link each of “six”, “every time” and “faster” to Text A's corresponding detail, crossing out unsupported links before drafting a scoped title.
- **B · Front-page editor.** Rearrange Text B as source → paper result → limit → possible next question; write why the original order could mislead a new reader.
- **C · Sceptical reader's three questions.** Ask three concrete source questions aloud/AAC, answer them with exact Text A details and finish with a corrected first sentence.

**Exit:** Text B's word ___ suggests ___, whereas Text A records ___.

## Day 14

**Target:** Defend an ethical reading of Text D with two precise actions/phrases and a fair alternative reading.

- **A · Two evidence columns.** Put one detail that supports Mara's caution beside one detail that supports her ambition; explain which ethical position the scene most strongly invites you to consider.
- **B · Revision from a character.** Write 80–110 original words as Mara or Ivo after the final heading moves, then append two source phrases and a note explaining where your voice is an interpretation, not quoted fact.
- **C · Quiet scene hearing.** Direct a partner/teacher to read three chosen lines, then give a spoken/AAC interpretation with two exact details and one defensible alternative. Keep a transcript.

**Exit:** The placement of ___ may ask readers to value ___ because ___.

## Day 15

**Target:** From the new teacher-supplied source, identify the constructed question, comparison unit, missing record, defensible claim and untested real-world conclusion.

- **A · Annotated source.** Mark QUESTION, METHOD, UNIT, GAP and LIMIT on the fresh sheet; add a two-sentence correction with exact numbers.
- **B · Rebuilt note.** Reorder the new report as question → construction → complete comparison → gap/limit, then explain why your first sentence is source-bound.
- **C · Quiet oral/AAC account.** Explain the same five elements to a teacher, approve an exact local transcript and point to the source detail for each statement.

**Exit:** My strongest claim rests on ___; the source does not test ___.

## Day 16

**Target:** Compare Texts F/G using both denominators (21/30 and 22/36), the route-unreadable group and the effect of placing the qualification late or early.

- **A · Reverse outline.** Label title, first evidence and end note in each report; write two sentences explaining how the order changes what a reader may notice.
- **B · Table-to-report audit.** Point from each reported number to Text E's exact row/total, then annotate what F leaves until the end and G puts in its opening.
- **C · Radio editor's cue sheet.** Draft a spoken lead for each report and a producer's note with both denominators, omitted group and placement effect; give a transcript if spoken.

**Exit:** F uses ___ of ___; G uses ___ of ___; their order differs because ___.

## Day 17

**Target:** Explain that the six route-unreadable tags still have finish statuses, compare the two scoped percentages and avoid a causal or people claim.

- **A · Cohesion paragraph.** Write “Although... therefore...” sentences with the 1/5 split for route-unreadable tags and both reported percentages.
- **B · Caption repair.** Replace “unknown records removed” with an accessible full-table caption, then add one sentence explaining why 70% and about 61.1% have different denominators.
- **C · Three-card briefing.** Use KNOWN STATUS, UNKNOWN ROUTE and UNKNOWN CAUSE cards to dictate a comparison; point to Text E's row as evidence.

**Exit:** Unreadable route does not mean unreadable ___; the all-tag total is ___.

## Day 18

**Target:** Identify an implied value or reader effect from a sentence in F/G, then offer an alternative with named group, exact number and explicit source limit.

- **A · Opening-line pair.** Compare “A clear majority” and “Twenty-two of thirty-six”; annotate which draws attention to scope first and cite the table.
- **B · Word-choice repair.** Repair “Unreadable tags failed us” without blaming people or inventing a cause; add one sentence explaining the value your wording makes visible.
- **C · Reader FAQ.** Answer an imagined reader's “majority of what?” and “why unreadable?” with a sourced number, a clear limit and no invented motive.

**Exit:** The word ___ may invite ___; the register can actually show ___.

## Day 19

**Target:** Make a two-part report for a fictional reader with 22/36 all-tag result, 21/30 legible-route comparison, the six route-unreadable tags and a no-cause/no-real-service limit.

- **A · Short article.** Write two tight paragraphs and a precise heading; put the all-tag scope where a reader meets it first.
- **B · Full transcript.** Plan a 60-second spoken/AAC report with two signposted parts and a complete exact transcript that carries every target detail.
- **C · Visual storyboard.** Make two labelled frames and complete text captions that work without seeing the drawing; include both denominators, unknown route and model limit.

**Exit:** My first sentence tells a new reader ___; my limit is placed ___.

## Day 20

**Target:** For the new teacher-supplied source, identify each report's denominator, the omitted category, a structural/evaluative effect, an accurate revised first sentence and a cause/real-world limit.

- **A · Side-by-side annotation.** Underline the source totals, mark each report's chosen scope, then draft a first-sentence revision with its denominator.
- **B · Two report cards.** Move TITLE, FIGURE, LEFT-OUT GROUP and LIMIT strips to make a fairer order; explain one text choice and give your revised sentence.
- **C · Quiet oral/AAC briefing.** Explain the same comparison, revision and limit to a teacher with an exact local transcript; point to source figures for both reports.

**Exit:** A reader must know ___ of ___ before treating this as an all-record claim.

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