Day 42 · A title helps us find the topic
Connect a useful title and heading to the information underneath.
- Choose one small topic or source detail.
- Tell, write, type or direct one useful idea.
- Read it back, or ask for readback. Keep, change a bit or finish.
Example to hear: The map and cap are inside the bag.
Pick a way in
Make a desk-sized information card with a matching title and one bag fact.
Create a two-heading toy museum card about an invented cap/map drawing: What is shown / My question. Child fills one genuine detail only.
Navigate by hearing two headings and directing the matching topic. Give a complete spoken/signed report; optional exact scribing. No need to see, drag, touch or imagine a page.
Open your empty report page · Pictures and full descriptions
These boxes do not save or send. Keep a copy yourself if wanted. You can tell it without using a box.
Grown-up help
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.
Today: Child makes a title and one sentence for their own tiny report. Exact scribing, typing or picture plus directed words available. One heading is optional; do not turn this into copying all R2.
Observe: Notice whether the title matches the topic and the sentence contributes information. Separately listen to their eligible line’s meaning and observe their chosen taught word spelling.
Next teaching: If the title is broad but details useful, model two titles and ask which narrows the topic. If the child copies a heading without details, help turn one label into a complete sentence.
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.
Complete teacher plan · Print eligibility and full maps · Separate teacher checks and keys