Learner cards · choose… | Year 3 English · T1 W3–4 · Learner prompts

Your teacher reads the shared text. These cards give you a job you can say, show, move, draw, type or write. Ask for the plain-text/tactile mat if that works better. “Up”, “down”, “left” and “right” mean on the printed page. These are fictional paper models, not directions to walk through a real place. Keep a first draft so you can show what you changed. You can ask for help reading a word; tell your teacher what help you used.

Day 11 · Two possible ends

Your question: Why did Sol stop? Point to words in Story C after your teacher reads it.

A · Garden designer: On the paper garden, put a token at ENTRANCE. Make one route that ends at SHADE TREE. Name the start and end in words, symbols or speech. Explain why “green shape” would be hard for a new reader.
B · Board-game maker: Draw a tiny game card with one start square and two different green finish squares. Write or dictate a clue that singles out one finish. Let another person point to the intended one.
C · Display helper: Make two paper labels, GARDEN BED and SHADE TREE. Set them on two shapes, then give a short direction to the tree. Ask a listener which label removed the guessing.

Finish: “The clue I used was ___.” A feeling for Nia also needs a clue from the story.

Day 12 · Tell the token what to do

Your question: Which verb helps a reader move a token accurately?

A · Garden card: On the mat, replace “go to the board” with a precise start and movement. Begin at ENTRANCE; stop at NOTICE BOARD. Read your words while a partner moves the token, without using your finger to lead it.
B · Shelf game: Draw a top-view row with START, BOX and BOOK. Tell a player to pass BOX and stop at BOOK. If they stop early, add the missing action or landmark.
C · Art-table plan: Draw three named squares for PAINT, PAPER and BRUSH (no real paint needed). Give a route on the page from PAPER to BRUSH, using move, turn or stop. Test it with a small paper square.

Finish: Say which action word did useful work and what it asked the token to do.

Day 13 · Find the useful heading

Your question: Which part of Text D helps when someone pauses?

A · Reader's bookmark: Choose the Text D heading you would return to after a friend says “I don't know which green square.” Copy, point to or name it, then say why it helps.
B · Board-game guide: Make three tiny headings for a paper game: Start, Moves, Test. Put “Ask someone to try without watching you” under the heading where it belongs. Explain your choice.
C · Map labeller: On the garden mat, choose two symbols that someone might confuse. Add a word label to each and tell a new reader how the words help more than colour alone.

Finish: “I found ___ under the heading ___.” You can say the answer or mark it.

Day 14 · Keep both drafts

Your question: What changed after a reader paused?

A · Garden tester: Write/dictate a deliberately short first route from ENTRANCE to SHADE TREE. Ask someone to move a token using only your words. Mark any pause; change one action or landmark, then test again. Keep both versions.
B · Toy-shelf designer: Draw START, two BOX shelves and END. Give a vague first clue, “Go to the box.” Watch where a reader hesitates. Rename one shelf and revise the clue so the chosen END is clear.
C · Quiet solo replay: Make a paper route with four named places. Cover your drawing, read your own words after a short pause and move a token. Circle any place your words leave open, then add the needed clue. A partner is optional.

Finish: Point to the exact word/label you changed and say what the second test showed.

Day 15 · Practise a different route

Your question: How will you check a card before sharing it? The teacher will give a separate fresh check. Do not use the check card here.

A · Garden review: Take yesterday's route. Put a box around the start, underline every action, circle the final named place. Fill any gap you find.
B · Board-game audit: Draw a new 2-by-2 paper game with START, BUTTON, WINDOW and END. Write/dictate a two-step route. Try it again after turning your paper back to its original upright position.
C · Listener's question: Choose a class route that the teacher says is safe to share. Ask “Where do I start?”, “Which way on the page?”, “Where do I stop?” The writer changes one answer that was missing.

Finish: Name one check you would make for any tabletop route.

Day 16 · Find the example and the reason

Your question: What changed on the fictional stock card?

A · Label detective: In Text E, mark the sentence that gives the first label and the sentence that gives the different grouping. Draw a line between them. Tell someone what stayed the same.
B · Stock-card helper: Use the planner. Put 24 306 in the total space. Your teacher supplies both true grouping labels from Text E. Mark “groups changed” and “total stayed”. Say why the new label is not a new delivery.
C · Museum of paper models: Put two fictional labels beside one drawn pile of tags. Write/dictate a caption for a visitor: “These are two labels for ___.” Add the reason using the word exchange or “swap equal groups”.

Finish: Point to an example, a reason and a check in the text or planner. Do not count thousands of objects.

Day 17 · Choose the right time word

Your question: Are you telling what happened, or telling someone what to do?

A · Game reporter: Complete a past-tense report: “We ___ one ten-thousand bundle for ten thousands. The total ___ 24 306.” Choose verbs that fit something finished; say why.
B · Instruction writer: Give a player a present-tense rule for the fictional stock game: “First, ___ one bundle. Then, ___ that the total is still 24 306.” Do not turn it into a report of yesterday.
C · Sentence mechanic: Sort these teacher-read lines into a report or an instruction: “We exchanged a bundle.” “Exchange a bundle.” “The total stayed the same.” Add a clear time word and edit one verb if needed.

Finish: Point to your verb and say when its action happens. Your teacher can scribe the words exactly.

Day 18 · Make an explanation someone can follow

Your question: What belongs together in a paragraph?

A · Stock-card writer: With the verified 24 306 labels in Text E, make two small paragraphs. First: what the card shows. Second: what was exchanged and why the total did not change. Add a label only if it agrees with the numbers.
B · Card sorter: Your teacher gives three paper lines: starting amount, equal-value exchange, unchanged-total check. Put them in an order for a classmate who was absent, then say where a new paragraph starts and why.
C · Picture-and-words explainer: Draw 340 as three hundreds and four tens, then as two hundreds and fourteen tens. Label both correctly; dictate/write two linked sentences saying what changed and what stayed. Ask your teacher to check the quantities before sharing.

Finish: Mark the sentence that tells the reader why the total stayed the same.

Day 19 · Tell a reader who missed the model

Your question: What detail does your chosen listener need?

A · Classmate briefing: Explain the 24 306 fictional card to a classmate who did not see the model. Point to the first label, the equal-value exchange and the same total, in that order. Invite one question.
B · Paper exhibit guide: Make a three-part exhibit caption: before, swap, still. Put one accurate sentence or AAC choice under each. Test whether a reader knows what a bundle is.
C · Private audio rehearsal: Speak or select a 30–45 second explanation for the teacher only; no recording is needed. The teacher asks one question. Add a word, picture or label that answers it. You may instead type or draw the sequence.

Finish: Show the detail you added for that reader. You may choose a different audience and explain how the detail changes.

Day 20 · Practise, then show a fresh explanation

Your question: Can you show an example, a change, a reason and a check? The separate learner check is new work; keep it closed until the teacher says.

A · Clear-caption edit: Reread your Day 18 stock caption. Underline an example, box a reason and circle a check. Add the missing piece if one is absent.
B · Counter display: Use the known 340 model. Show 3 hundreds +4 tens and 2 hundreds +14 tens with drawn boxes or paper cards. Explain in two sentences why the total is the same.
C · Reader coach: Listen to a teacher-made vague explanation, “The number changed.” Ask what was exchanged and whether the total changed. Help the teacher rewrite it so both answers are clear.

Finish: Choose your next target: a word part, a clearer reason, a labelled example or a check of equal value. This is a learning choice, not a score.