# A further 12 minutes for each day · optional classroom or home use The 25-minute [core lessons](LESSONS.md) stand on their own. If the English block is longer, use **4 minutes of independent reading or listening at the child's actual taught point**, then **8 minutes of one A/B task below**. A school-selected book/text is needed for independent reading; an adult-read SubjectNest passage does not prove it. Record title, exact words self-read, support and child's meaning response. At home, the optional activity needs only paper and a pencil or objects already around; there is **no required purchase, printing, screen or parent marking**. Adults may read instructions aloud. When a child uses a screen reader, tactile copy, scribe, keyboard, speech or AAC, record the access route without treating the idea as lesser. ## Day 11 · Clues beyond the garden - **A · Story clue notebook:** After matched reading or adult listening, choose one line that hints at a character feeling. Make two columns: *words I heard/read* and *what I think*. Name another feeling the words might allow. Do not invent a private fact about the character. - **B · Two-ending cartoon:** Draw two possible endings for “Leave it by the blue box” on a fictional classroom shelf with two blue boxes. Give each a different word label. Ask a reader which one the revised sentence names and why. ## Day 12 · Verbs do a job - **A · Tabletop delivery game:** Use three scraps labelled HOME, WORKSHOP and LIBRARY on a table. Move a paper token only when a sentence tells you an action and exact endpoint. Replace one “go there” with “move”, “pass” or “stop” plus a named place. - **B · Listen and improve:** An adult says two invented instructions, “Put it there” and “Put the paper square beside the LIBRARY scrap.” The child points to the one a new reader could test and supplies a clearer version for a different scrap. No real outing is implied. ## Day 13 · Find a section fast - **A · Tiny guide:** Fold paper into three boxes labelled **Prepare**, **Try**, **Change**. Dictate/write one direction for making a tabletop token route in each. Ask which heading helps when the token went to the wrong place. - **B · Page navigator:** Use a school-selected information page. Find a heading and predict its job before an adult/child reads the section. Check whether the heading helped you find the wanted information; record a counterexample if it did not. ## Day 14 · Two tests can differ - **A · Different reader:** Let a second willing person try yesterday's paper card. Record the exact place they paused, if any. Compare with the first test and make **one** change; do not claim that two successes mean the route works for everybody. - **B · Solo cover-and-try:** Cover the diagram while you read or hear your route words; uncover it and move the token. Mark what you had to guess. Revise one phrase, then repeat. You may ask an adult to read the words exactly as written. ## Day 15 · After the fresh check - **A · Fix a new board game:** Make a **different** 2-by-3 game grid with named squares. Write a route that has a start, at least one action, and an exact finish. Let a reader ask a clarifying question. Keep this apart from the sealed assessment card. - **B · Phrase choice:** Compare “Stop near the object” with “Stop at the square labelled RIBBON.” Explain why the second is more testable on a paper model, then make a new pair using **PENCIL** and **CUP**. ## Day 16 · Two labels, one amount - **A · Label-gallery walk:** Read/listen to Text E again. Draw an arrow from each heading to its job: *name the total*, *show the equal-value exchange*, or *check it*. Explain why the last heading is more than a decoration. - **B · Small practice swap:** An adult gives both true labels for a fictional **1 230** tokens: 1 thousand +2 hundreds +3 tens; 12 hundreds +3 tens. Put the labels beside one drawn pile. Explain with words, cards or AAC why the pile did not gain tokens. This is supported English explanation, not an independent maths score. ## Day 17 · Tell what happened, then what to do - **A · Yesterday/today cards:** Make two cards: “Yesterday we moved the label.” and “Today, move the label.” Underline the verbs and choose which card is a report and which gives an instruction. Change the object from *label* to *folder* and check the tense still fits. - **B · Fictional art-store note:** Say/write a note to an absent helper: “We exchanged one large paper bundle. The total stayed the same.” Then write one instruction for tomorrow's paper game. Point to words that changed because the time/purpose changed. No real transaction is involved. ## Day 18 · Two short paragraphs can help - **A · Visitor card:** For the true fictional **340** model, write/dictate a first paragraph naming the total and a second explaining 3 hundreds +4 tens ↔ 2 hundreds +14 tens. Add a drawing only if its groups agree with the words. - **B · Sentence repair:** An adult reads: “The card says 340. We changed one hundred to ten tens. Now the groups are different.” Add a final sentence that checks the total and choose where the second paragraph begins. If the numbers are unfamiliar, the adult supplies the two correct labels first. ## Day 19 · Audience changes detail - **A · Two introductions:** Give a ten-second introduction of the **24 306** model to someone who saw yesterday's lesson. Then introduce it to a visitor who has not seen it. Compare the extra definition or label you added; do not merely speak louder. - **B · No-recording performance:** Arrange three cards labelled *first label*, *exchange*, *same total*. Speak, sign, select with AAC or point through them for a listener. The listener asks one question; move or add a card to answer. No audio or video capture is required. ## Day 20 · Make a teaching note for next week - **A · Portfolio choice:** Choose a first and revised paper route, or an opening and revised explanation. Mark the exact action, label or reason you improved and dictate/write one question you still have. Keep assessment answers private. - **B · Help a fictional new learner:** Make one original mini-card for a child who missed this fortnight: *How do I name the start?* or *How do I show the total stayed the same?* Include a worked example from class practice only. Ask someone what part remains unclear. **Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. All contexts and mini-cards are fictional; a family may choose no home task.