Everything in the reading set is invented. Analyse what the text actually says before describing an effect or an inference. You can work in text, spoken words, AAC, sign, an audio script without recording, large print, a tactile card sequence or a learner-directed scribe. Choose one A/B/C route each day. A neutral read-aloud helps you access a text; your teacher may record independent reading evidence separately. No public post or personal disclosure is required.
Week 3 · cohesion and compression
Day 11 · Say what kind of link you mean
Read Text A. Put its actions in order. Try because, later, however and therefore in two short sentences; use each only when the log supports that relationship. Choose a route. Exit: “The crew moved the arrow ___ the table blocked it.” Which connective fits? Why does the log not prove the second sign solved the problem?
Day 12 · Follow a reference back
In Texts A–C, draw or say an arrow from they, those two questions and this decision to what each names. If a reference has more than one possible anchor, write a clearer noun phrase. Choose a route. Exit: repair “The crew moved the arrow near the table. It blocked the door” so the reader knows what blocked the view.
Day 13 · Unpack a compact noun
Compare Text B with Text A. What action does relocation package? Who acted, and what does the log actually record? Choose a route to expand, re-condense or critique a sentence. Exit: give one case where a compact noun helps a reader and one where it hides information or adds an unsupported claim.
Day 14 · Write for someone who missed the log
Texts B and C are two classroom drafts. Edit a three-to-four-sentence note for a reader who has not seen Text A. Include the actor/action, one justified connective, one clearly anchored reference or summary noun, and a stated limit. Choose a route. Exit: point to the log detail for two visitor questions and identify the missing evidence behind “confidence returned”.
Day 15 · Fresh transfer
Your teacher will release a new text after a short rehearsal. Keep your first response; it shows what you can currently do. A text reading, enlarged print or alternate response mode is available. Afterward, use Day15 choices with different source cards. Exit: write one question you ask before accepting a noun such as “improvement” as a supported outcome.
Week 4 · abstract nouns in report and fiction
Day 16 · Name an idea, show its basis
Read Text D, The third turn. List two actions Mica takes. Try an abstract noun such as hesitation, uncertainty or silence to summarise part of the scene; say which exact words support your interpretation. Choose a route. Exit: one noun plus its supporting detail, with “suggests” if it names an inferred feeling.
Day 17 · Match a noun to text type
Compare confidence in Text B, the addition in Text C and hesitation in Text D. Which names a logged action, which claims an unmeasured result, and which interprets fiction? Choose a route and keep the distinction clear. Exit: revise “The improvement restored confidence” into a sentence supported by the log.
Day 18 · Connect a whole paragraph
Choose one of Text E's micro-cards. Write or speak a three-sentence account: actor/action → a reference back → a stated limit. Use a connective for time, reason or contrast only when the source warrants it. Choose a route. Exit: fix “Seven balls remained. Therefore someone stole one.”
Day 19 · Make a tiny scene worth rereading
Write, script or revise a short invented scene for a Year 9 reader. Show an action before naming an abstract idea; make a pronoun/reference clear; save one original and revised line. You may begin from Text D but write new sentences. Choose a route. Exit: explain why your one-word or reference edit changes the reader's path through the scene.
Day 20 · New report and fiction transfer
Your teacher will release new texts. Show what each source supports, how a summary noun works, and how a reader can follow your revision. First work is saved before feedback. After that, Day20 choices give unrelated practice. Exit: name a reference word you would check before sharing a paragraph.
Keep your source marks, one route, exit and any revision each day. Ten optional cards are available later or at home without a printer or device. The full text and tactile aid descriptions include every diagram label. Original SubjectNest learner page © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.