# Learner cards · choose one route each day 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](print/TEXT-ALTERNATIVES.md) 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](MATERIALS.md#story-c--the-arrow-with-two-endings) after your teacher reads it. - **A · Garden designer:** On the [paper garden](print/garden-route-mat.pdf), 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](MATERIALS.md#information-text-d--make-a-tabletop-route-card) 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](MATERIALS.md#information-text-e--one-stock-count-two-labels)? - **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](print/stock-explanation-planner.pdf). 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](STUDENT-CHECKS.md#check-b--day-20--a-new-stock-label) 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. **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 scenarios, people, routes and stock cards are invented.