Day 45 · First information checkYear 1 English · T1 W9–10 · Child / Day 45

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 chooses one source supported detail and an own report in an actual available form. Interaction may wait for a willing partner; private response is useful but not interaction evidence.

Observe: Record first source interpretation, decoding, sound order, encoding, composition and any actual interaction/handwriting separately. Missing/not offered is not failure. Teacher uses four question-specific keys, not a total percentage.

Next teaching: After capture choose one actual need: revisit a literal clue, teach one prior code correspondence, turn a fragment into an own complete idea or model one voluntary reply. Retain first and later work separately.

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