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

All route examples are invented. Choose one route per day; switch if the context does not fit. You can answer through words, drawing with labels, objects, tactile cards, typing, sign, speech or AAC. The teacher may read the shared source aloud; that does not make it a decoding test. For writing, keep your own decisions visible even when an adult scribes. These are practice choices, not the unseen Day 15/20 checks. Read the shared cards with an adult. For extra time, see optional daily tasks.

Day 11 · Purpose and structure

A · Sports-equipment paper list: Imagine a diagram labelled 2 balls, 3 cones and 1 bag. Make a two-heading report (What the diagram labels; What it cannot tell us) and a three-step instruction for making a paper checkout slip. Circle a structure clue in each; no real equipment is counted.
B · Pet-care poster mock-up: Compare “The paper poster labels a water bowl and blanket” with “First, draw the water bowl.” Place each under report or procedure and add one heading/step that suits its purpose. A drawing is not advice for caring for a real animal.
C · Garden-design tabletop: Arrange cards materials, steps, model features, model limits into two useful texts for a visitor. Explain which one a reader would use to build a paper card and which to describe a paper drawing; use Card A/B if you need a clue.

Day 12 · Find information on a page

A · Library-list mock page: Draw or say a breadcrumb Home > Books > Displays, a headline, two headings and a labelled jump link. Tell a reader how to find opening times unknown without inventing actual hours. Explain one thing the breadcrumb does.
B · Tabletop game-help page: Build a pretend menu Rules ▾ with Start, Turns, Questions. A new player asks where to find how a turn begins. Point to the shortest sensible route and explain why a decorative star would be a poor link label.
C · Bus-route paper proposal: Write a mock page headline and headings Route drawn and What needs checking. A reader asks if the plan proves a bus is accessible. Show which heading contains the answer and why a Jump to questions link needs words, not colour alone. No real bus schedule is implied.

Day 13 · Report, view, imagined event

A · Paper music-room model: Write three labelled lines: “The sketch marks two chairs” (report), “I would add another chair” (view), “In a story, Jo moved a chair” (fictional event). Change one line to make its purpose even clearer. Do not claim an actual music room has that count.
B · School-lunch fictional plan: Sort “The drawing labels one table”, “In my view, the table looks small” and “Tari unfolded the plan and laughed”. Give a source or story clue for each and hear a partner's different reasonable view of “small”.
C · Home hobby shelf paper design: Invent a two-sentence report of labelled objects and a short request for one change. Give a reason grounded in the drawing, then name one fact about real use that remains unknown.

Day 14 · Connect a reason or condition

A · Paper recipe-card layout: Join “The mock card needs a clearer label” with “two boxes are called MIX” using because. Use if to explain what a reader could do if they cannot tell which box comes first. This is layout language, not cooking advice.
B · Bicycle-route board game: Arrange first, next, if, because on four paper action strips. Say which strips show order, which give a condition and which offer a reason. Do not treat an if rule as a ride that occurred.
C · Theatre-seat paper map: Improve “Everyone can sit here because the diagram has seats.” Make a source-bound sentence and a question about what the unscaled diagram cannot show. Point to your complete clause and the clause beginning because.

Day 15 · Fresh check day

A · After collection: visual review: On a different invented page, put a headline above two section headings. Ask a partner to find the question section. Change a label if the partner hesitates; keep the sealed check closed.
B · After collection: sentence repair: Turn “The drawing is perfect” into “The drawing labels one entrance arrow” and a separate marked view. Explain what further source would be needed to claim a real outcome.
C · After collection: word-family play: Choose a taught base such as read or help; add a familiar suffix, read the whole word, then use it in an original sentence. Ask the teacher to select a different base if that pattern is not yet taught.

Day 16 · Two views of a paper model

A · Craft-table sketch: Put a spool symbol on a top-view and a shelf symbol on a side-view of a paper craft table. Label which view shows position and which suggests height. Name the measurement neither picture supplies.
B · Play-space drawing: Compare a bird's-eye square with a side-on bench outline. Make one “The drawing shows…” sentence for each and one “We cannot yet tell…” sentence. Avoid an actual playground safety claim.
C · Reading-corner tactile build: Use string for the dotted route, a card for the mat and a raised label for shelf. Let a reader describe the arrangement without seeing it. Ask whether your tactile model proves reach or comfort; explain why it cannot.

Day 17 · Summarise without adding a preference

A · Seed-display paper model: Given a sketch with two labelled trays and no plant records, say one sentence about what is drawn and one question about real growth. Reject “The seeds grew fastest” unless a record exists.
B · Costume-rack plan: A designer says, “I think the left side is best.” Summarise a drawing of one rack and two hooks without making the preference a measured fact. Swap certain for its accurate opposite only if your sentence still makes sense.
C · Board-game box drawing: Use three boxes main idea, one labelled detail, limit/question to create a concise summary. Compare possible and impossible in a sentence about what the drawing can show.

Day 18 · Organise a useful paragraph

A · Paper market-stall map: Write/dictate three linked sentences: describe a two-counter drawing, give one labelled detail and explain a missing measurement with because. Do not say it can hold a real crowd.
B · Hobby-club notice design: Build a topic/detail/limit paragraph from cards one board, three paper pockets, no real attendance data. Use while or because where it actually fits; draw a line from each fact to its card.
C · Step-free-route model explanation: Arrange tactile or AAC cards into model shown → evidence → unanswered question. Ask a listener whether “a drawn straight line” proves access. If they think so, add the missing measure or user test as a question.

Day 19 · Tell a listener and revise

A · Class library paper proposal: Give a 30-second oral/AAC explanation of one shelf and two baskets on a drawn plan; name what the drawing cannot show. Ask a listener for one question and replace one vague word.
B · Home craft-storage sketch: Present with three picture/word cards what, shown, unknown. Let a partner say which card clarified the idea. Reorder or relabel one card for an unfamiliar listener.
C · Community paper noticeboard: Speak, sign, point or type a short report for a new visitor. Give one model detail, one limit and one useful next question. Compare your first and revised wording; you do not need a recording.

Day 20 · Fresh check day

A · After collection: portfolio compare: Choose an earlier practice summary and its revision. Underline exactly where you changed a model claim into a source-bound statement. Keep the check answers private.
B · After collection: teach a fictional visitor: Make a new three-card reminder: “What does the drawing show?”, “What is only a preference?”, “What remains unknown?” Give an example from Card F, not the fresh card.
C · After collection: self-set question: Pick a paper design you care about—book shelf, game board or garden plan. Name a question you cannot answer from the drawing alone and the type of appropriate evidence that could answer it. No real person's response is required.