English · choose a way to… | Year 7 English · T1 W3–4 · Learner Copy

These cards go to learners. Your teacher provides the original texts and a blank text/tactile aid where useful. Each day has three genuine routes to the same core thinking. Choose by the task, not by a label about how you “learn best”. You may change route. Quiet reading, exact adult reading, typing, speech, sign, AAC, drawing with words, movable strips and a trusted partner's scribing can help; tell the teacher who supplied the words and what you decided. If a text is read to you, that shows your interpretation of what you heard, not independent print decoding. You do not need to speak publicly, film yourself, spend money, disclose home information or copy a cultural story. Keep your first answer and any revision so you can see what changed.

Day 11

Read Text A, then show one claim the log supports and one it cannot settle, using an exact line or table cell.

A · Evidence sentence. Write two joined sentences: “The two passes show… because the log says… . They cannot show… because… .” Replace the frame with your own wording once the distinction is clear.
B · Claim–reach board. Put three paper labels under SOURCE, SUPPORTED and STILL UNKNOWN. Use the card-8 passage to justify each placement aloud, in writing or with AAC.
C · Question for a tester. Dictate or type a short question that would help separate card 8 from an old label. First explain why two equal routes do not answer it already.

Exit: “The two passes show , but not .” Your evidence should be about the paper model.

Day 12

Compare the two Text B captions for a visitor who has not seen the key. Keep both useful evidence and a limit.

A · Four-part caption. Write four short lines: model/set, observation, limit, next check. Then join two lines with a clear linking phrase.
B · Cut-and-order. Move four idea cards into an order a younger visitor can follow; label which sentence refers back to “two testers”. Dictate a missing phrase if the reader would lose the referent.
C · Reader test. Explain the caption to a partner or teacher in under a minute. Ask them what was tested and what remains unknown; revise your wording if either answer is missing.

Exit: Name one word or phrase that points back to a prior idea and state what it connects.

Day 13

Use Text C. Different readers can help with different parts of an explanation; none is a substitute for evidence they did not gather.

A · Two-source note. For two margin notes, write “what the writer actually saw/said”, “what this helps us edit” and “what it does not prove”.
B · Respectful challenge. In a pair or private discussion, say or select via AAC: “I can use your point about ; the text does not yet support .” Cite the note.
C · Editor decision. Choose one exact sentence in a caption to alter, explain which margin note prompted the edit, and justify why a visitor would understand it better.

Exit: Identify one useful note and one boundary on its use.

Day 14

Use Texts A–C to edit for a fictional visitor. You need an evidence-bearing complex sentence, a clear limit and one defined technical term.

A · Compose. Draft three sentences with “because/although/if”, then use a colon to define terminal label. Keep observed tests in past tense.
B · Build and hear. Arrange clause strips into a cause/result sentence, read or have it read exactly, then add a separate limit sentence. Tell the teacher why you placed the connector there.
C · Before/after edit. Take one awkward statement from Draft One or your own draft. Show the original and your changed version. Point to the word, tense or punctuation that makes the claim more exact.

Exit: Submit one revision and explain the meaning it repaired.

Day 15

Your teacher will hand you a new short source today. Do not use last week's card-8 answer as a substitute. Identify an observation and an overreach, then make a visitor explanation with overview, evidence, limit and next test.

A · Written paragraph. Write three or four sentences with a named source detail and a qualified conclusion.
B · Spoken or AAC explanation. Give the same four parts in order. Your teacher will note or transcribe your own exact words; you can check the wording.
C · Caption board. Arrange four labelled idea cards, add your own evidence phrase, then direct a scribe or type the final caption. The thinking and word choices remain yours.

Exit: Point to the source line that carries your claim and the phrase that keeps it within scope. Your first response and revision both matter.

Day 16

Use Text D. Show a technical meaning, an everyday meaning and a context clue for factor or power.

A · Context pair. Write one sentence using the word in mathematics and one in everyday speech. Quote the Text D phrase that tells you which sense applies.
B · Number explanation. Trace 2² × 3² = 36 or 36% of 50 = 18, then explain how the text's term helps a reader follow the example. A calculator may check the arithmetic.
C · Caption repair. Revise “36 and 36% are the same because the digits match” for a reader who cannot ask you what the whole is. Add a checked example.

Exit: “Here ___ means ___ because ; elsewhere it can mean .”

Day 17

Use Text E. What does base name on the sign, and what does it suggest at the end? Use a phrase from the story.

A · Close reading. Annotate the sign sentence and final two sentences. Explain literal and second meaning with the doorway test as evidence of Luca's change.
B · Scene map. Draw/arrange model, sign, doorway and two characters. Add exact words from the story beside two elements. Explain how the setting makes the problem matter.
C · Two readings. Speak, sign or use AAC to offer two possible interpretations of “where to start”. Keep both tied to the story; another supported interpretation is welcome.

Exit: Give the two meanings of base and one exact clue. You need not describe your own feelings or life.

Day 18

Use Text D to make a short explanation for a younger reader. State the whole, work one true equality and add a case where matching digits mislead.

A · Two-column guide. Column 1: 36 as a count. Column 2: 36% as a proportion of a named whole. Explain 36% of 50 = 18 and why 36 seats differs from 18 seats.
B · Diagram and captions. On the blank number map, connect 3/4, 0.75 and 75% with labelled arrows. Leave 3:4 outside the equal-value group and caption why context is needed.
C · Short script. Record no public media. Tell the explanation to a teacher/partner or via AAC; supply or approve a local text transcript with overview, example and limit.

Exit: Write or say one line that prevents a false “same number” claim.

Day 19

Test yesterday's guide with the two questions: What is the whole? What is being compared? Keep your first wording and make one purposeful revision.

A · Reader exchange. Ask a partner/teacher to answer both questions from your guide alone. Record their exact confusion and revise one sentence or caption.
B · Private conference. Work with a teacher one-to-one. Read your guide, listen to a question, then alter the opening or definition to help the named younger reader.
C · Simulated reader. If another reader is unavailable or discussion is tiring, cover your working notes, reread the guide as if new and answer both fixed questions. Mark this as a self-check, not a peer test.

Exit: “The question was ; I changed ___ because .” A quiet route counts; public performance is optional.

Day 20

Your teacher will give you a fresh number-and-language source. Work from its words and numbers, not from a rehearsed answer. Identify an equality, one misleading sentence, a technical word clue and a figurative line.

A · Annotated paragraph. Mark the source and write a three- or four-sentence explanation for a younger reader, plus one sentence on the figurative line.
B · Evidence board. Put separate cards for accurate, misleading and still needing a named whole; quote one source phrase for each. Direct or type your final explanation.
C · Quiet oral/AAC response. Give the same equality, correction, word clue and figurative interpretation to a teacher or trusted partner. A local transcript captures your exact reasoning; no recording is posted.

Exit: Check the whole, your evidence phrase and the difference between literal and figurative meaning. Keep both the first attempt and any edit.