Goal: Sample new bounded sources and plan teaching from separate actual components. Topic words: report, clue, next. Resource grid Week 10, not an official-term date.
Preparation: choose actual source Selected later A–D sources, hold keys until capture; 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: Say: “Choose one part to try now.” Teacher selects the later A–D sources and individually eligible new print, with a different locally keyed alternative if public material is familiar.
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Read/hear and model · about 5 minutes: No answer model before capture. Give exact source and neutral question through usual access; first later response is distinct from earlier coaching or first-form result.
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Guided meaning · about 4 minutes: Capture code before sound coaching; meaning before keys. Child creates a report in an actual available form; written, oral, scribed, physical lettering and actual real exchange are named.
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Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) cob, hum, gush; separate dictation jab. Fresh-later print cob /c/o/b/, hum /h/u/m/, gush /g/u/sh/; teacher dictation jab /j/a/b/ 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.
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Own language and report · about 6 minutes: Child chooses one source supported detail plus an own report or opinion clearly distinguished, then optional readback. Break components across sittings; no complete-page/time/word quota. 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: Reconcile earlier and later components only under their actual conditions. Different source, support, fatigue or access can affect comparability. No full-Year 1/officialWW grade follows from one bank. Next teaching: Choose one next lesson from actual need: matchedcode reteach; title-to-detail navigation; complete state sentence; evidence versus question; actual willing reply. Preserve strengths and useful supports, and continue broad taught Year 1 opportunities.
Three complete practical routes
A: Respond to one later source and create a new mini-report; eligible print and own spelling separately.
B: Direct a new picture+language report using later source detail; adult making/help named, blank fields remain yours.
C: Use established communication and a short later component now; another sitting later. No completion pressure; not offered/paused is not wrong.
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: Make a new imaginary information card about anything you choose. One useful detail is plenty. No school return.
Additional project: After capture, open a pretend help desk for an invented transport or music scene. Ask what a reader might need to know; new own text stays separate from assessed source responses.
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: __________