# Learner cards · one useful job, three switchable choices

Choose the made-up P source, or an educator-approved actual R source on Days 1–4/6/9. Choose A, B or C and switch freely: **not fixed learning styles** or ability groups. Point, sign, use augmentative and alternative communication (AAC), speak, draw or direct an adult; broad/no-print/oral/no-touch routes work. “Keep it private”, pause or pass is fine. No home/family/location/culture/favourite-place story is required. Teacher keeps date/source/scope notes; you do one small job. [Exact alternatives](print/TEXT-ALTERNATIVES.md). Home play is free/optional and a missing response is not an error. New Days 5/10 sources stay separate from actual work; first child-controlled responses before feedback/key, with one part at a time or another sitting if needed.

## Day 1 · Find one feature

Choose the made-up map or an approved actual place source. Match one feature cue, then ask one small question.

- **A · Point/ask:** Point or move a broad feature cue to its source match; ask one question.
- **B · Say/sign/AAC:** Hear the exact source; tell or signal the feature and your question.
- **C · Direct/no-touch:** Direct an adult cue match from the exact source description; give your own question.

**Same target:** feature/source identification and a question; actual familiarity is a separate teacher decision. **Home:** Find a BOOK mark on a made-up two-place toy map and ask what is beside it.

## Day 2 · Place a landmark

Put a feature cue in the matching broad sketch/model. One now; another later if ready.

- **A · Broad pieces:** Place one actual source landmark, or the two given paper-map places; point back to the source.
- **B · Draw/say:** Draw or direct one broad source location; say/sign/AAC how it matches the feature.
- **C · Direct/no-touch:** Hear the exact source/view; direct adult placement in a broad model or raised/flat record.

**Same target:** pictorial location matched to the source; unfinished parts can continue later. **Home:** Make a toy row DOOR / BOOK / SEAT and put a large mark by BOOK.

## Day 3 · A person gives a reason

Match a speaker cue to the place they name, then share that exact reason. You need not give your own special place.

- **A · Pair/tell:** Pair source person and feature, then point/tell the stated reason; an own view is optional.
- **B · Say/sign/AAC:** Hear one exact account at a time; share whose reason it is, the named feature and reason.
- **C · Direct/no-touch:** Direct an adult speaker/feature cue match and communicate the source reason from exact reading.

**Same target:** attributed place perspective, without assuming everyone or you feel the same. **Home:** Give two puppets different made-up reasons for choosing a paper nook.

## Day 4 · One way to care

Choose one suitable care idea from the given source. Tell or show it; you do not have to do it.

- **A · Choose/tell:** Choose a broad care cue and show/tell why it fits this feature/source.
- **B · Say/sign/AAC:** Share one source-backed care explanation and its place; an actual act is optional only if allowed.
- **C · Direct/no-touch:** Direct adult cue placement or an oral care explanation; no touch, hazard or equipment move required.

**Same target:** a source-supported care conclusion using place terms; action and effects are separate. **Home:** Tell a toy one way a made-up book place could be cared for; no real task is required.

## Day 5 · Fresh check, then a different paper story

Do [Check A](STUDENT-CHECKS.md) with the teacher's **new** room map, views and care source. Your first answer is kept before feedback. Use the source labels, attribute the two voices and give one limited care idea.

- **A · Broad cards:** move one place icon to a record grid, pair each fictional voice with a reason, then sort source/suggestion cards.
- **B · Drawn marks:** mark the map cell, make two speaker/reason marks and a two-box care note.
- **C · Direct:** tell an adult exactly where to place/point; give your own source-based conclusion.

**Same target:** new pictorial location, two attributed views and source-bounded care conclusion. **After-check practice only:** make a different toy-room grid with DOOR top-left, ART MAT bottom-left and BOOK BOX bottom-right; two fictional cards say one likes ART MAT for drawing and another likes BOOK BOX for finding stories. **Home:** use that different invented toy-room story; no personal place details are needed.

## Day 6 · Which cue fits?

Match one plain cue to the given place feature, then ask what you would like to find out.

- **A · Match/ask:** Move or point to the source-matching cue; ask one place question and tell its intended job.
- **B · Say/sign/AAC:** Hear the feature/source; give your cue choice, question and short place observation.
- **C · Direct/no-touch:** Direct adult matching from exact source description; ask your question and give the source-linked job.

**Same target:** place cue/source match, question and observation; no visitor success assumed. **Home:** Match a toy BOOK cue to an imagined shelf and ask where it goes.

## Day 7 · Before, next, after

Use the three invented sign-making pictures: blank board; BOOK mark and STORY MAT words added; sign beside the mat. Tell a source-based sequence.

- **A · Picture move:** order three broad frames and point to the detail that shows each step.
- **B · Three boxes:** draw or dictate one source detail in each before/next/after box.
- **C · Adult mover:** direct the adult's frame order and retell the three steps yourself.

**Same target:** correct pictorial timeline and a three-part narrative; no claim a real visitor used the sign. **Home:** draw three large boxes with blank paper, mark added, sign placed, then retell the drawn sequence.

## Day 8 · What says it? What might follow?

Pip's card is about REST SEAT; Ren's card is about MAKER TABLE. A sign designer might make signs for those places, but the cards do not show a sign test.

- **A · Two columns:** put an exact card statement under SAYS and a careful idea under MIGHT.
- **B · Mark/label:** copy a word or dictate a source detail, then draw a separate question mark for what is unknown.
- **C · Adult reader:** choose a card for the adult to reread, name its speaker and give one “might” statement with a reason.

**Same target:** attributed view, matching sign and cautious inference; sign effectiveness unknown. **Home:** reread Ren's sentence and say what it says, then say one different thing it does **not** prove.

## Day 9 · Make one useful cue

Choose a feature from the actual approved or made-up source. Make or direct one plain place/care cue.

- **A · Broad pieces:** Choose/direct a large original mark and place word; match it to the source, ask a question and tell its job.
- **B · Draw/say:** Draw or dictate a cue; share the source-linked place/care reason and one useful question.
- **C · Direct/no-touch:** Tell an adult exactly what to mark/read/place; give your question and place/care explanation.

**Same target:** child-controlled cue with a source-linked place/care explanation and question; no effect proof needed. **Home:** Make an imagined toy-room place cue; no photo, actual location or home return needed.

## Day 10 · Fresh sign-and-source check

Do [Check B](STUDENT-CHECKS.md) with the teacher's **new** pavilion map, visitor line and picture sequence. Keep the first question, map placement and source narrative before feedback. The sign's real-world usefulness remains unknown.

- **A · Broad pictures:** move the requested place icon and three timeline cards, then point to the visitor/source line.
- **B · Drawn record:** mark the map cell, order three source pictures in boxes and dictate an answerable question/conclusion.
- **C · Adult mover:** direct placement and order; ask your own question and name what the printed visitor says.

**Same target:** new map/question, ordered picture source, attributed line and limited intended-use conclusion. **After-check practice only:** use a different invented OPEN/WORK/REST three-cell paper hall; draw a sign for WORK and order blank sign → mark added → sign placed. **Home:** choose one fictional source sentence to retell; a family/carer response is optional and never required.