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Day 46 · Story, information or opinion?Year 1 English · T1 W9–10 · Plans / Day 46

Day 46 · Story, information or opinion?

Goal: Explain a purpose feature and create an informative text of your own. Topic words: event, information, opinion. Resource grid Week 10, not an official-term date.

Preparation: choose actual source R3: Three cards at the paper desk; 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: Choose a pretend topic: library, robot cupboard or costume shelf. What could you want a reader to know?

2. Read/hear and model · about 5 minutes: Read R3. Model one clue for each purpose: Jo made tells an event; shelf left/chair right reports drawing details; I would choose gives a preference and reason. Titles alone do not settle purpose.

3. Guided meaning · about 4 minutes: Ask whether “I like the chair” proves that everyone likes it. Invite a relevant source clue. Compare same topic, different purposes; acknowledge a real text may mix them.

4. Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) map, ship, stand; separate dictation map. Delete initial /s/ from spoken stop /s/t/o/p/ → top /t/o/p/. Explain the valid spoken word top; print only if independently matched. 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 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. 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: 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.

Three complete practical routes

A: Make two small cards: one drawing fact and one optional own preference. Explain their purposes.

B: Run a pretend information counter for an invented robot/costume: report one supplied detail, separately invent an event if wanted.

C: 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.

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: Choose an imaginary topic. Tell a fact in your invented picture and a separate “I like” idea.

Additional project: Three-card studio: make report, story and opinion about one topic across short sittings. Each form is optional; no claim a single report covers all literary outcomes.

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: __________