# Ten complete daily teacher plans

Choose one short sitting; about 25–30 minutes is an author planning estimate, not a required dose or tested timing. Keep/pause/finish and a return later are valid. No purchase, outing, upload, account, private disclosure, recording, forced speech/eye-contact/movement or audience. Use established communication, sign/AAC, suitable enlarged print, keyboard or exact child-directed scribing as appropriate. Ask before touching/moving belongings; do not require handling real objects. Read rich text aloud or provide agreed exact text access: it is not automatic independent reading. No-print listening/composition alternatives keep meaning useful, but do not prove decoding. Adults record their own reading, phoneme cues, grapheme supply, spelling and physical marking separately. An actual oral report is oral; a picture+language text has actual stated components; an unwritten proposal is a plan. A scribe can preserve child composition while adult spelling/handwriting remains adult. Only observe handwriting when the child actually forms letters. Only record real interaction when a willing other person actually participates. Do not infer a listener reply from a paper figure, adult model or intended reader.

Each ordinary day: select one locally eligible cumulative passage and two or three locally eligible words; no automatic new grapheme in this bank. Say a chosen word normally, then model its full ordered phonemes using the reviewed map. Digraph sh/ch/optional final ck represents one phoneme; s+t and n+d stay separate sounds. Let child blend the print, reread a phrase naturally, then give the meaning. If the first reading attempt is needed, capture it before modelling. For writing, say the separate chosen dictation word normally; learner segments, selects graphemes and writes/types/arranges them if suitable. Teacher can model and invite another attempt after capture; mark supplied graphemes separately. Handwriting: offer one locally taught unjoined letter from the word, modelling that school's letter formation and inviting an actual comfortable attempt; exact formation needs local judgement and is not provided by a system font. Familiar a/is require explicit actual teaching as described in the lexicon. Meaning context confirms reading; do not replace grapheme blending by picture guessing. Oral sound manipulation is separate from printed new-code teaching. If no passage fits, keep rich listening/composition and explicitly teach one earlier taught correspondence with a locally matched word; not-yet-offered print is not failed reading. Long vowels, two-syllable patterns, wider high-frequency words and morphemes need separate actual school teaching; this bank does not claim to complete them.

## Entry and teaching continuity

Before Day 41 independently offer individually eligible map/ship/mend and separate dictation map; capture word attempt before coaching, then ordered spoken sounds before model and meaning. If no taught declaration exists, no independent words are assigned: use appropriate locally matched prior code word instead, retaining rich work. Previous1–8 introduced sh/ch/st/nd with a/is and optional locally taughtck, but no child mastery is presumed. Day 41 entry changes pacing/support, not access to interesting topic vocabulary. Review actual earlier taught point; provide explicit teach/model/guided attempt for one prior gap. No single starter decides every component. Wider authentic reading/literature, long vowels/two-syllables/morphemes/HF breadth remain required in local annual program.

## Plan doors

[Day 41: What can our information desk tell us?](plans/day-41.html) — Say one source detail and check the reading entry point.

[Day 42: A title helps us find the topic](plans/day-42.html) — Connect a useful title and heading to the information underneath.

[Day 43: A picture can add information](plans/day-43.html) — Compare what a label, sentence and picture contribute.

[Day 44: A sentence can tell a complete idea](plans/day-44.html) — Compose a complete informative state/event sentence and reread its boundary.

[Day 45: First information check](plans/day-45.html) — Capture distinct source meaning, code and own-report components before teaching examples.

[Day 46: Story, information or opinion?](plans/day-46.html) — Explain a purpose feature and create an informative text of your own.

[Day 47: A real source has a date](plans/day-47.html) — Use a dated primary local source accurately and leave unsupported details out.

[Day 48: Ask a useful question, then listen](plans/day-48.html) — Ask and respond in a willing actual interaction, or prepare privately without claiming interaction.

[Day 49: Keep a report that says what you mean](plans/day-49.html) — Reread an actual own report and make one useful choice about clarity.

[Day 50: Later information check and next step](plans/day-50.html) — Sample new bounded sources and plan teaching from separate actual components.