Day 49 · Keep a report that says what you mean

Goal: Reread an actual own report and make one useful choice about clarity. Topic words: reread, detail, change. Resource grid Week 10, not an official-term date.

Preparation: choose actual source R6: A little useful report; 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 actual own work from this bank or create one new report first. An unwritten plan cannot be reread as a written product.

2. Read/hear and model · about 5 minutes: Model a separate invented edit: “The map is” → “The map is in the bag.” Explain meaning repair first, capital/fullstop second; not every finished report needs a change.

3. Guided meaning · about 4 minutes: Child hears/reads exact own words. Ask whether the topic and useful detail are clear. Offer keep / change a bit equally; one wanted change or reason to keep is enough.

4. Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) bag, dish, stand; separate dictation bag. Change spoken bag final /g/ to /t/ → bat. Oral-only 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.

5. Own language and report · about 6 minutes: Child makes a final actual report in writing/type/picture+language/direct words or oral form. Optional willing reader; no display/title/full-page requirement. Record who supplied spelling/letter marks. 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 an actual keep/change decision tied to intended meaning, grammatical completion and relevant topic word. Separately record an independently attempted taught word or handwriting where offered. Next teaching: If adult rewrites the whole text, return control to child: read exact original and invite one decision. If child is overwhelmed by conventions, focus on one meaning change now, one taught spelling later.

Three complete practical routes

A: Edit one useful detail in your actual report or explain why you keep it; read it back.

B: Make a pocket-sized information card for an invented pet/vehicle/tool with a child owned title and complete idea; revise if useful.

C: Receive exact readback and direct keep/change through usual communication. Adult writes exact choice if wanted; private oral version is useful and labelled oral.

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 a tiny report. Say it back. Keep it or choose one clearer word.

Additional project: Information zine: across optional short sittings keep two unrelated reports, one illustration and one question page. All material can stay private; no purchase, binding or upload.

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: __________