Goal: Use a dated primary local source accurately and leave unsupported details out. Topic words: source, date, calendar. Resource grid Week 10, not an official-term date.
Preparation: choose actual source R4: An information card for a real calendar; 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.
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Start · about 3 minutes: Ask: “What question would a calendar help us answer?” Use when school terms occur, not private family plans.
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Read/hear and model · about 5 minutes: Read R4. Model report “The official page lists Term 1 as nine weeks”. Point out year/place/source/check date. Model unknown: it does not say what every child learns or a particular school’s daily timetable.
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Guided meaning · about 4 minutes: Compare adult-read “Term 1 has nine weeks in this listed calendar” with “Everyone will finish these lessons in nine weeks”. Ask which is supported. Child can respond without calculating dates.
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Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) bus, chat, stop; separate dictation bus. Change spoken bus final /s/ to /n/ → bun. Oral-only new word unless 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.
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Own language and report · about 6 minutes: Child creates a small information card with one chosen accurate listed fact, or a report about the invented bag if dates are not meaningful yet. Adult handles current checking; child chooses wording and rereads. Every day retains speaking/sign/AAC contribution, reading or explicit prior code instruction, and actual composition opportunity; grammar/spelling/lettering components remain separately attributed.
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Readback/observation/next · about 3 minutes: Notice source/year context, one accurate detail and one honest unknown. Rich dates/names are adult-read unless individually taught; no child internet search, account, address or location disclosure. Next teaching: If date and lesson-grid numbers are mixed, draw two separate labelled rows: official terms / resource-bank order. Explain our resource 9–10 can bridge Term 1 and Term 2; reteach one source fact before adding detail.
Three complete practical routes
A: Make a little calendar-source card using one verified R4 fact and an optional question.
B: Choose a locally relevant adult-checked primary notice using the local-example recipe, or use the provided calendar. Report one checked fact; no live availability assumption.
C: Receive the factual card in usual communication, choose one accurate detail and direct the report. Exact scribing permitted; use invented drawing alternative if dates are unsuitable.
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: Invent a calendar for a robot school. Name it imaginary. Say one question a real grown-up would need to check.
Additional project: Local fact finder: grown-up checks one official source now, records publisher/date/exact detail/limits, and offers a short paraphrase. Child reports it; no outing or private information.
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: __________