Day 46 · Story, information or opinion?
Explain a purpose feature and create an informative text of your own.
- 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 two small cards: one drawing fact and one optional own preference. Explain their purposes.
Run a pretend information counter for an invented robot/costume: report one supplied detail, separately invent an event if wanted.
Hear short exact card excerpts and identify a feature through sign/AAC/point/direct words. Compose an oral report, optionally exact written text; no role-play or partner needed.
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 creates a brief report of the supplied drawing or own appropriate topic. Add a clearly labelled opinion separately if wanted; reread whether information and preference stay understandable.
Observe: Notice one correct feature/purpose connection and an actual child-authored report with small useful detail. Do not infer real library hours, actual visit or classmates’ feelings.
Next teaching: If all three are treated as facts, contrast a source detail with “I prefer” and let the child supply a different preference. If a report becomes an event story, welcome it and teach an additional informative version without relabelling the story.
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