This is a full paid month, start to finish. Same student as the free-week sample — Marcus, 8, third grade, built from one six-minute intake. Nothing here is a teaser: these are the actual lessons, in the actual wording a parent receives.
Read these and the rest of the document explains itself.
His mother said 5–10 minutes of focus without a screen. Every working block in all twelve lessons is five minutes, and that never changes — not in Week 4, not on a good day. What changes is what fits inside five minutes. That's the whole method.
Math is ahead of grade. Reading is behind it. Writing is where the tears are. They are three separate dials and they get turned separately, sometimes in opposite directions in the same lesson. Any plan that moves a child up "a level" is not looking at the child.
On the day writing gets harder, math and reading get easier. This is why Lesson 8 — the biggest day of the month — has the simplest math problems in the whole unit. A child who has to spend everything he has on one hard thing cannot also spend it on two others.
His mother said the thing that motivates him is showing a finished piece of work to his uncle. So Week 4 ends in a scouting report in his own handwriting, worth photographing. The destination came from the intake, not from a template.
Twelve lessons. Three dials. Here is every position each one takes.
| Lesson | Math | Reading | Writing |
|---|---|---|---|
| 1 | 4th grade, in his head — parent writes | Three questions, answered aloud | Three numbers |
| 2 | Two-step, in his head | Adds one inference | Three single words |
| 3 | Holds — number line on the floor | Retell, with objects | Four labels |
| 4 | He writes the answers himself | Retell, two objects | One three-word answer |
| 5 | He writes one step of his working | Retell, no objects | Two three-word answers |
| 6 | Two-step, fully written | Prediction | A phrase, with a full stop |
| 7 | Multi-step, checks his own work | Two why-questions | He composes aloud, copies half |
| 8 | Deliberately easy | Deliberately easy | First full sentence, unaided |
| 9 | Division as sharing | Compares two passages | Two sentences |
| 10 | Fractions, in bricks | Three-sentence summary, aloud | Three sentences with a connector |
| 11 | Explains his method out loud | Finds the main idea | Scouting report, part one |
| 12 | He writes a problem for you | Reads and summarises in writing | Finished report, his handwriting |
Lessons 1 to 3. This is the week that arrives free, three days after the intake, before anyone pays anything.
Every block, every parent script, and every printable for these three lessons is in the free-week sample. In short: math runs at fourth grade entirely in his head with a parent doing the writing, reading is questions answered out loud, and writing goes three numbers → three names → four labels. He writes in all three sessions and none of them go wrong. That track record is the foundation everything below is built on.
Movement is established here and doesn't change: wall pushes and bear crawls before the hard block, cross-crawls and windmills between blocks, chair push-ups immediately before every writing task, basket throws as the reset. All of it mapped to the OT goals his mother sent — crossing midline, core strength, grip endurance.
Lessons 4 to 6. Writing goes from copying to answering. Reading loses its training wheels.
| This week | What moves, and why |
|---|---|
| Math | Steps up — he takes over the pencil. He's been answering in his head all week with a parent writing; now the numbers become his job. Small step, because the thinking isn't changing, only who holds the pencil. |
| Reading | Steps up — the objects come away. Four objects, then two, then none. Fading the support on a schedule rather than removing it in one go. |
| Writing | Steps up — from copying words that already exist to producing three of his own. This is the first time all month he writes something nobody told him. |
Math: he writes the answers · Reading: two objects · Writing: one three-word answer
Ten wall pushes, then bear crawl to a doorway and back. Same as every lesson — movement first, before anything demanding.
Done when: he's breathing hard and has stopped bouncing.
Four numbers written. That's the same physical load as Lesson 1's stat card — deliberately, because the thinking is what stepped up here, not the handwriting.
Done when: four answers on the page, in his writing.
Twenty, slow, opposite hand to opposite knee.
Done when: twenty.
The kicker had one job. Forty-two yards, and the game was won.
It was cold. His hands were red. He had missed this same kick last year, and everyone remembered.
He took three steps back. Two steps left. He looked up once, then down at the ball.
The snap was low. He kicked anyway.
The ball went up, wobbled, and dropped over the bar by a foot.
Done when: he's retold it with two objects and answered the last question.
Five lifts, hold to five each. Always immediately before the writing block.
Done when: five.
Weeks 1's writing was all copying — numbers you read out, names off a list, labels on his own drawing. Today he answers a question in three words of his own. That's the real step.
Done when: three of his own words are on the page.
Five makes. His count to beat is on the tracking sheet. Never timed.
Done when: five makes.
His intake said he builds towers with working elevators. So:
Done when: one tower, checked.
Math: writes one step of working · Reading: no objects · Writing: two three-word answers
Ten wall pushes. Then ten windmills — right hand to left foot, up, left hand to right foot. Knees bent is fine.
Done when: ten and ten.
His mother said he can't show his work. Showing work is a writing task wearing a maths costume, which is why it waited until Lesson 5 — and why it's exactly one line.
Two problems, four numbers written. Still inside his hand's budget.
Done when: two problems done, with a middle number visible on at least one.
Heel-to-toe forward, backwards, then crossing one foot over the other.
Done when: three passes.
Sharks lose teeth all the time. This is not a problem for them.
Behind every tooth is another one, already grown, lying flat and waiting. When a tooth falls out, the next one rolls forward into the gap.
A shark can go through twenty thousand teeth in its life.
People find these teeth on beaches. Some of them are older than the beach.
Done when: he's told you the gist, in any words, in roughly the right order.
Done when: five lifts.
Lesson 4 was one three-word answer. Today it's two. Six words total — double the volume, same difficulty per item. Volume and difficulty never go up in the same session.
Done when: six words on the page, in two groups.
Done when: five makes. Log the count.
All spoken. Nothing written. He ends the lesson on his strongest subject with an empty pencil hand.
Done when: he's given a rough number and can say why.
Math: two-step, fully written · Reading: prediction · Writing: a phrase with punctuation
Done when: three crawl trips and ten pushes.
Done when: two problems, with the working visible on both.
Done when: twenty.
Read this as far as the line break, then stop.
Ray had the ball on his own 20. There were eleven seconds left and his team was down by four.
A field goal would not be enough. They needed the whole field.
He cut left. Two men missed him. He cut back right and found nothing but grass in front of him — and one man, closing fast from the side.
— stop here —
Ray slowed down. On purpose. The man closing dived, and went past him.
Ray walked the last ten yards backwards, watching him.
Done when: he made a guess and then told you what really happened.
Three big letters in the air with the whole arm, then five chair push-ups. Writing gets harder today, so it gets a longer runway.
Done when: both.
Five or six words, and a full stop at the end. That punctuation mark is the actual target — it's the first time this month a piece of his writing is a finished thing rather than a fragment.
Done when: five or six words and a full stop.
Done when: five makes.
Done when: two rough answers, spoken.
Then tell him what's coming: "Next week you're writing a whole sentence on your own. Just one. You've basically already done it."
Announcing Lesson 8 two sessions ahead is deliberate. Surprises are on his hard-no list; the sentence should arrive as something he was expecting, not something sprung on him.
Lessons 7 to 9. The steepest week of the month, and the one everything so far was built for.
| This week | What moves, and why |
|---|---|
| Math | Up on Lesson 7, deliberately down on Lesson 8, then a new topic on 9. The dip is not an accident and it is not a rest day — it's making room. |
| Reading | Same shape: harder on 7, familiar text on 8, then comparison on 9. |
| Writing | The whole point. Composes aloud and copies half, then writes one unaided sentence, then two. |
Math: multi-step, checks his own · Reading: two why-questions · Writing: composes aloud, copies half
Done when: ten pushes, three crawl trips.
Self-checking is the executive-function skill hiding inside the maths — and for a kid who's ahead in maths, it's where the actual growth is.
Done when: three answers and one checked.
Done when: ten.
The rookie sat on the bench for six games. He did not play one snap.
Every day at practice he stayed late. He asked the old players questions. He wrote things in a notebook that he kept in his locker.
In game seven, the starter went down. The coach did not look down the bench. He called the rookie's name without checking a list.
The rookie already had his helmet on.
Done when: he's had a real go at both. Half an answer counts.
Done when: five lifts.
Tomorrow's job is one sentence, alone. Today is the rehearsal, with the hardest half taken off him.
Done when: the sentence is complete on the page, half in your writing and half in his.
Done when: five makes.
He builds the rookie's locker in LEGO — any size, but he has to tell you the dimensions and how many bricks it took before he starts.
Done when: it's built and he predicted the count.
This is the day the ramp steepens. Math and reading step backwards on purpose to pay for it.
Longer movement than usual, and all three types — pressure, core, midline. He gets everything in the tank before the block that matters.
Done when: all three done.
These are below what he's been doing. That is the design.
All spoken. Nothing written. He should finish this block feeling like the smartest person in the room, because in five minutes he's going to need that.
Done when: four quick right answers.
Normally this comes after the writing. Today it comes before, so he walks into the sentence off the back of beating his own score.
Done when: five makes.
Re-read the rookie passage from Lesson 7. He's seen it. He knows how it ends. One question only: "What's the best thing the rookie did?" Answered out loud.
Done when: one answer.
Big letters in the air, then five chair push-ups. Same runway as Lesson 6, because the same thing is about to happen.
Done when: both.
Done when: one sentence, in his handwriting, that he composed. Spelled however it's spelled.
Not a choice of three today. Whatever he wants, including nothing. He's just done the hardest thing in this curriculum.
Done when: five minutes are up.
That photo is the one that goes to his uncle. It's also the answer to the thing his mother asked for on the intake — "I'd like him to write something down without it ending in tears" — and it arrived on Lesson 8 of 12, exactly where the ramp put it.
Math: division as sharing · Reading: compares two passages · Writing: two sentences
Done when: ten pushes, three line passes.
Done when: two divisions written and one opinion spoken.
Done when: twenty.
Player A ran for 1,200 yards last year. He also dropped the ball nine times. His team lost four of those games.
Player B ran for 800 yards. He never dropped it once. He also blocked for the other backs, which does not show up anywhere in his stats.
Done when: three answers, at least one using a detail from the passage.
Done when: five.
Same difficulty as Lesson 8, doubled. He's done one sentence unaided; now he does two, and neither is harder than the one he already wrote.
Done when: two sentences, both with capitals and full stops.
Done when: five makes.
Three options: build something and give you its brick count, more stat problems in his head, or read either passage back to you.
Done when: five minutes are up.
Lessons 10 to 12. Everything converges on one piece of work worth photographing.
| This week | What moves, and why |
|---|---|
| Math | Fractions in bricks, then explaining his method aloud, then writing a problem for someone else. Explaining and composing are both harder than solving, and he's ready for both. |
| Reading | Summarising — the top of the ladder that started with "what happened first?" on Lesson 1. |
| Writing | Three sentences, then a frame, then the report. Volume rises; per-sentence difficulty doesn't. |
Math: fractions in bricks · Reading: three-sentence summary aloud · Writing: three sentences with a connector
Done when: both.
Done when: he can point to a half and a quarter and say the yards.
Done when: ten.
Whale sharks are the biggest fish in the ocean. They can grow longer than a school bus.
They have about three thousand teeth. They never use them. Instead they swim with their mouths open and filter tiny food out of the water.
They move slowly, around three miles an hour. A person can swim alongside one.
Nobody knows where they go to have their young. It is one of the biggest unsolved questions in the ocean.
Done when: he's given you three, out loud.
Done when: five.
Three sentences, and the middle one has to start with because, but, or so. That's the only new thing.
Done when: three sentences, one connector.
Done when: five makes.
Done when: both answered roughly.
Math: explains his method · Reading: main idea · Writing: fills the frame
Done when: wall pushes, bear crawls, cross-crawl.
This is the same skill as "show your work," but out loud, where it costs his hand nothing.
Done when: he described a method before using it.
Done when: three passes.
Barkley did not have the best forty time at the combine. He was not the biggest back there either.
What scouts wrote down was something else: he never went down on the first hit. Watch any run and you see the same thing — a man hits him, and he is still going.
Speed gets you drafted. Balance keeps you in the league.
Done when: he names the idea and points at a sentence.
Done when: both.
The report is five lines. Today he does three of them. Next lesson he does the last two and it's finished — splitting it in two is what keeps a five-sentence piece of writing inside a hand that fatigues.
Done when: three lines filled.
Done when: five makes.
Build, stat problems, or read the Barkley passage back.
Done when: five minutes are up.
Math: he writes the problem · Reading: summarises in writing · Writing: the report is done
Done when: both.
Writing a problem requires knowing what makes one work. It's the hardest maths thing in this whole month, and it takes about two sentences of handwriting.
Done when: he's written one and checked yours.
Done when: twenty.
Re-read any passage from this month — his pick. Then two sentences, written, saying what it was about.
On Lesson 1 he answered three questions out loud. Twelve lessons later he reads something and writes what it meant. That's the whole reading arc, closed.
Done when: two written sentences about a passage he chose.
Done when: both.
Done when: all five lines are filled.
Done when: it's sent and he's seen the stack.
The month doesn't end with a report card. It ends with seven taps from you.
Four weeks in, a short check-in arrives by text or email. It takes under a minute and it's almost entirely tapping. It asks whether you actually ran the unit and what got in the way if you didn't, how each subject felt separately, whether it held his attention, whether the movement breaks were being used and whether they helped, whether he's still interested in the theme, and whether you saw movement on the thing you asked for.
You don't have to remember to do anything — it comes to you.
| If you say | Next month does this |
|---|---|
| Writing was too hard, math was too easy | Writing holds at its current step for three more lessons before moving. Math jumps a full level. Nothing else changes. They are separate dials. |
| We only did four of the twelve | The most important answer on the form. A plan that doesn't get opened is worth nothing, so the next unit gets shorter lessons or fewer per week — whichever your "what got in the way" answer points at. |
| He's over football now, it's all Minecraft | Every passage, problem, and prompt gets rewritten around Minecraft. Not renamed — rewritten. A stale theme loses a kid faster than difficulty does. |
| He stopped doing the movement breaks | They get shorter and change shape. If they were being skipped, they were the wrong ones. |
| Attention dropped off in the second half | The hard blocks move earlier and the lesson gets shorter. The five-minute ceiling doesn't move — the number of blocks does. |
| He wrote a sentence without a fight | The ramp steepens. Next month opens where this one ended and heads for a paragraph. |
| Nothing — you don't reply | Everything holds at its current level, on time, and I tell you that's what I did. Never a silent guess, never a stalled delivery. |
Next month's unit is rebuilt from those answers plus the tracking sheet, and it arrives before you'd have run out of this one.
The constraints are the product. Here's what stayed true across all twelve lessons.
Same student, same intake. This is everything a family receives.
It'll be built from your intake, your child's interests, your hard no's, and the thing you said you wanted in four weeks. Start with the opening week — it's free, it's yours to keep, and you'll know your price when it lands.
Start with the intake form →