The 25-minute core stands alone. If time permits, spend 4 minutes with a school-selected book/text at the learner's taught independent-reading point, then 8 minutes on one A/B task below. Record exact self-read words, re-reading, support and meaning response; listening to our shared packet is valuable but separate. These extras work on paper, with ordinary objects or aloud. No purchase, printout, account, screen, recording or parent marking is required. Families may choose no home task. Adult-read instructions and AAC/sign/tactile responses are welcome; keep child decisions visible.
Day 11 · Another purpose
- A · Instructions out of order: Write or dictate three steps for folding a paper bookmark, then rearrange them so a second reader can do it. Mark which clue makes this a procedure, not a report.
- B · Two blurbs: Describe a drawn toy-storage box in two sentences; then make a one-sentence viewpoint request. Circle the heading you would use for each text.
Day 12 · Navigation in daily life
- A · Paper contents page: Give a pretend hobby guide three section headings. A reader asks where the materials list belongs. Show the route from contents to heading and improve one vague label.
- B · Accessible link words: Compare “Click here” with “Jump to questions about the plan.” Explain which label tells a non-visual reader the destination; invent one for a different fictional page.
Day 13 · Source or story
- A · Comic voice: Draw two invented characters disagreeing about a paper bench design. Mark each view with “I think” and add one line both can agree the drawing shows.
- B · Evidence walk: In Card D, find the words showing why Mira stopped; explain one other plausible feeling for Ivo and which story clue allows it. Do not claim either character is real.
Day 14 · Connective swap
- A · Change the relation: Compare “First, name the shelf; next, name the table” with “If a reader cannot find the shelf, point to its label.” Say what changes if
nextreplacesif. - B · Paper-object path: Move a counter from a START card to a named card. Write a condition for when to stop, then a reason for why the label matters. Test whether your words can be followed.
Day 15 · After the check
- A · New report and guide: Invent a tiny paper display with two labelled objects. Make a report heading and one instruction step for it; do not reopen the check.
- B · Question chain: Ask one question the model cannot answer, then name a nonpersonal piece of evidence that might answer it. Separate “possible evidence” from “evidence collected.”
Day 16 · Framing
- A · Crop a drawing: Draw a paper desk from above, then crop out its edge. Ask what information becomes less obvious. Label both frames in words; colour alone is optional.
- B · Side-view guess: Make a side view of two paper shelves at different drawn heights. Explain why it cannot prove reach in a real room without a scale and actual users.
Day 17 · Word precision
- A · Almost synonyms: Try
clear,visible,readablein a sentence about a mock label. Ask which claim needs an actual reader test; do not treat the three words as interchangeable. - B · Summary scissors: Make a three-sentence summary of Card F, then remove one repeated sentence. Keep one supported detail and one limit intact.
Day 18 · Paragraph repair
- A · Source tags: After each sentence in a practice paragraph, write
F,G, orquestion. Repair a sentence that treats G's preference as measured fact. - B · Sentence move: Rearrange
model topic,two labelled details,model limitcards for a new visitor. Read both orders and explain which lets the visitor understand sooner.
Day 19 · Listen and respond
- A · Two audiences: Tell a familiar classmate and then a fictional new visitor what Card F depicts. Notice the extra label or definition you added for the new visitor.
- B · Quiet rehearsal: Place three tactile/word cards in order; a willing listener asks one question. Respond by moving or adding a card, with no requirement to speak aloud or be recorded.
Day 20 · Next teaching move
- A · My best revision: Select a practice sentence from this fortnight. Name exactly how you made it more source-bound or navigable. Keep assessment work private.
- B · Write a future question: Ask what you would need before saying a real reading corner worked for everyone. Suggest a responsible check with consent; do not seek private child data for this exercise.
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