Day 45 · First information check

Goal: Capture distinct source meaning, code and own-report components before teaching examples. Topic words: detail, question, report. Resource grid Week 9, not an official-term date.

Preparation: choose actual source Selected first A–D sources, hold keys until first response; familiar safe tools optional, exact access/no-print alternatives available. Source texts, word maps/eligibility, illustrations/whole alternatives, staff questions/keys. Bring no private data. Read common access/evidence guidance and choose only the actual relevant components.

1. Start · about 3 minutes: Say: “Try one small part. You can pause or do another part later.” Staff chooses first A–D source, taught code print, available response mode and an approved suitable alternative if this public source is already familiar.

2. Read/hear and model · about 5 minutes: No model before first capture. Read the exact selected first source and one question; learner independently reads only individually eligible selected print. Repeat exact source if wanted; record help without a trick.

3. Guided meaning · about 4 minutes: Capture first responses before keys/examples. Spoken-sound choices follow the word reading attempt and before sound coaching. Own sentence/report is child-authored; do not supply a fact sentence to copy.

4. Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) hug, gum, sham; separate dictation vet. Fresh-first print only if eligible; sound ordering uses hug /h/u/g/, sham /sh/a/m/; teacher dictation vet /v/e/t/ before coaching. Follow full phonics recipe. On fresh days these are staff-only components before coaching, not ordinary practice print; no access match means do another component and plan prior code teaching. Ordinary child passages are three distinct choices and optional ck only if taught. Never adult-read then mark independently decoded. Offer actual local unjoined letter formation where appropriate; no forced motor task.

5. Own language and report · about 6 minutes: 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. Every day retains speaking/sign/AAC contribution, reading or explicit prior code instruction, and actual composition opportunity; grammar/spelling/lettering components remain separately attributed.

6. Readback/observation/next · about 3 minutes: 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.

Three complete practical routes

A: Give one first source answer and create an own mini-report in writing/type/directed words; do eligible print separately.

B: Make one first picture-supported report through exact child direction. Adult drawing/spelling help is named, and code is checked separately.

C: Use usual communication and exact neutral source access; give one component now and another later. No spoken response, handwriting, audience or sensory channel is compulsory.

All routes can use their usual communication/rest/finish. Different modes retain different actual evidence; no diagnosis or fixed learning-style assignment. The route can change during a sitting. Source detail versus own version remains labelled.

Home and supplementary offer

Home: Tell one small fact about an invented thing, then ask a question you cannot answer yet. No school check needed.

Additional project: After first capture, create an unrelated information card about an imaginary music desk. Keep first response distinct; the home offer is freely runnable without waiting for school.

The school check-day examples wait until actual capture; standalone home offers do not need a school schedule. See separate home card for quick steps and adult preparation. No return/report required.

Empty teaching note

Actual component offered: __________ Learner's exact response: __________

Actual support/mode/source version: __________ Observed strength: __________

Next short teaching move: __________ First/later/not offered: __________