Your teacher will read the story and information texts aloud. The Read line is for you to try only when these spellings have been taught to you. Your teacher may give you a different matched line. You can respond by speaking, drawing, pointing, typing, moving a token or using AAC. Ask for a quiet space or a larger copy if useful. These cards contain practice, not the separate teacher checks.
Day 11 · Where do we begin?
Read: way · rain · see
Write: day
Optional short sentence: I see rain. (Your teacher checks the whole sentence first.)
Choose one practice:
- A · Play-map: Put a token on a star. Make a route to a drawn arch. Say or mark the start and end.
- B · Story cards: Draw Kit's first vague note, Yana's two choices and the revised note in order. Tell which part fixed the problem.
- C · New visitor: Give a pretend visitor one clue about where to start and one about where to stop. Ask whether a second clue is needed.
Finish: Which character changed the words? What do you like about that choice, and why?
Day 12 · Pick the action word
Read: wait · stay · team
Write: wait
Optional short sentence: We wait. (Teacher checks we.)
Choose one practice:
- A · Toy delivery: On a paper play-town, put a package token at the star. Give
pass,turnandstopactions to reach the marked desk. - B · Verb swap: Change “go to the circle” into two steps that tell a reader where to start and what to do at the circle.
- C · Listener test: Say a route without pointing. A partner moves a token; add the action word at the place they pause.
Finish: Circle, say or select the word that tells a reader to change direction.
Day 13 · Find a helpful heading
Read: main · leaf · bee
Write: leaf
Optional short sentence: I see a leaf. (Teacher checks every word.)
Choose one practice:
- A · Page finder: With an adult, find the
Test and reviseheading in the shared information text and tell when it helps. - B · Map maker: Draw a star and two different landmark shapes; add a word label to each shape, or ask an adult to write your dictated label.
- C · Heading sort: Make three heading cards:
Prepare,Write,Test and revise. Place a paper/map action under the heading that fits; explain one choice.
Finish: Which heading helps when a reader gets stuck?
Day 14 · Try, listen, change
Read: sail · pay · feet
Write: sail
Optional short sentence: I see feet. (Teacher checks the whole line.)
Choose one practice:
- A · Library trolley game: On a fictional paper map, lead a book token to a drawn trolley; name the turn landmark.
- B · Garden sign game: Write or dictate a two-step route between pretend garden symbols. A partner tests it and tells where they paused.
- C · Solo test: Cover your own map, read or hear your note, then move a token. Add one missing landmark word or symbol.
Finish: What clue changed? Why might it help one reader?
Day 15 · Practise while teacher checks
Read: rail · lay · meet
Write: rail
Optional short sentence: I lay it. (Teacher checks the whole line.)
Choose one practice:
- A · Paper café route: Move a pretend order token from a drawn start to a table; give start, turn and stop clues.
- B · Missing label: Draw two look-alike shelves, then add words or shapes so a reader knows which is the end.
- C · Three-frame comic: Show a vague route, the reader's pause and a changed clue. Tell what changed.
Finish: Check your practice note for a named start and end.
Day 16 · Find the example
Read: seed · bead · need
Write: seed
Optional short sentence: I need a seed. (Teacher checks every word.)
Choose one practice:
- A · Paper tags: Make 3 drawn tens groups and 6 singles. Label groups and singles; ask an adult to read the shared information text's matching example.
- B · Sports tokens: Pretend a club has 3 bags of ten counters and 6 loose counters. Show 36 with marks, counters or a spoken description.
- C · Heading hunt: With an adult, find
A useful groupandExplain and checkin the shared text. Point to the example under one heading and the advice under the other.
Finish: Which label helps a reader tell bundles from singles?
Day 17 · Same whole, new parts
Read: rain · way · beak
Write: bead
Optional short sentence: I see a beak. (Teacher checks every word.)
Choose one practice:
- A · Ticket bundles: Build 3 tens and 6 singles with paper tickets; open one ten. Draw or say both views and check 36.
- B · Seed packet picture: Draw 3 packets marked 10 plus 6 seeds; turn one packet into 10 drawn seeds. Explain what stayed the same.
- C · Reason chooser: Compare “No tag was removed” with “The tags changed colour.” Pick the reason that shows why the total stayed 36.
Finish: Tell or show why 20 + 16 and 30 + 6 name the same whole.
Day 18 · Make the reason clear
Read: keep · stay · team
Write: keep
Optional short sentence: I keep it. (Teacher checks the whole line.)
Choose one practice:
- A · Recycling tags: Draw 36 reusable tags as 3 tens and 6 ones; open one bundle and finish “The parts changed, so ___.”
- B · Sentence builder: Choose two idea cards:
We opened one tenandThere are ten more singles. Join them withsoin your own words or AAC. - C · Check a claim: A pretend writer says “Opening a bundle added ten tags.” Use counters or a drawing to show whether that is true, and explain.
Finish: Which action changed the parts? Did it change the whole?
Day 19 · Explain for someone away today
Read: pail · bee · leaf
Write: pail
Optional short sentence: I see a pail. (Teacher checks every word.)
Choose one practice:
- A · Teach a peer: Use a mat to show first count, changed parts and unchanged whole; speak, point or use AAC.
- B · Caption maker: Put three captions beside your drawings:
first,after,still. An adult may write your dictated full explanation. - C · Quiet rehearsal: Rehearse privately with an adult or alone with tokens; pause after each drawing and decide where a listener needs a label.
Finish: Ask one listener what they would check next; revise one part.
Day 20 · Show a new reason
Read: gain · say · feet
Write: say
Optional short sentence: I say it. (Teacher checks the whole line.)
Choose one practice:
- A · Button picture: Show 15 as one ten and five ones, then as fifteen ones. Explain why the count stayed 15.
- B · Playground counters: Draw 2 tens and 3 singles, open one ten and label the new parts; check the whole with counters.
- C · Audience edit: Read or hear a class-made explanation and add one label so a classmate can tell which picture came first.
Finish: Choose your next practice: a matched word, a useful label, or a reason about an unchanged total.
Acknowledgment: Original learner prompts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. A child's response belongs to that child and is never required for this resource to run.