# Optional extra twelve minutes each day

The [25-minute core](LESSONS.md) 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](MATERIALS.md) 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 `next` replaces `if`.
- **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`, `readable` in 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`, or `question`. Repair a sentence that treats G's preference as measured fact.
- **B · Sentence move:** Rearrange `model topic`, `two labelled details`, `model limit` cards 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.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.