# Learner cards · Year 2 English · Days 11–20

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`, `turn` and `stop` actions 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 revise` heading 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 group` and `Explain and check` in 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 ten` and `There are ten more singles`. Join them with `so` in 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.