Start the child’s own idea in the first three minutes. Use one short source portion, not every adult note aloud. Each plan offers 3 + 5 + 4 + 10 + 3 minutes; these are estimates, not speed/completion tests. Pause, split or revisit. One actual component is useful. Rich adult reading, actual child reading, child composition and physical/encoding help are recorded separately. Sources, print selection, switchable routes, fresh checks and key support the sequence.
Day 21 · Choose a topic; begin a story
0–3 · own start: “What would you enjoy making a little story about?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Hear Story K opening after your own beginning. Notice whose ideas start the story. Ask what Mira or Dev wants; accept a text-supported answer, not a compulsory personal identification.
8–12 · print and word attention: A character can want something. Model “The little boat wanted a journey.” Harbour and voyage are rich adult-read vocabulary. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Create a character, place and one event on your own topic in an available form. Add a useful detail if wanted; a beginning can remain open.
22–25 · read back / useful next step: Own idea/event and actual form; adult source access separately. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 21 choices.
Day 22 · Same topic, two purposes
0–3 · own start: “Could your topic tell a story AND help someone find a detail?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Finish Story K, then Text L “What this page describes”. Compare story sequence/dialogue with informative purpose. The informative page is about saved Drawing J; story voyage is invented.
8–12 · print and word attention: Model story: “The boat borrowed a journey.” Information: “The boat is at the left.” Ask which wording helps locate a drawing part and why. This is a purpose choice, not a truth test of every genre. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Make a tiny second-purpose note on your chosen topic, or identify what information you would need before writing it. A planned fact stays a question; do not invent an actual result.
22–25 · read back / useful next step: A purposeful contrast supported by wording/structure; proposed versus actual own note. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 22 choices.
Day 23 · Find a clue; offer an inference
0–3 · own start: “What clue makes you think that?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Reread Story K dialogue and last three paragraphs. Separate “It borrowed a journey, not a seat” stated detail from an inference such as why Mira laughs. Alternative inferences need a clue; “we cannot know” can be reasonable.
8–12 · print and word attention: Discuss enormous/little and thin mist: noun groups change what the reader imagines. Model “the enormous cloud” / “a pale ribbon”. Neither demands a visual mental image. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Choose one own character/setting detail that could help a reader understand an event. Tell what it might suggest; leave an uncertainty if useful.
22–25 · read back / useful next step: One stated clue, plausible interpretation or uncertainty; own chosen detail. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 23 choices.
Day 24 · Link two complete ideas
0–3 · own start: “Can your two ideas each stand on their own?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Use only “The boat sailed beneath the bridge” and “The mist stayed above its mast.” These events are fictional. Try joining with and/but/so and talk about the intended connection.
8–12 · print and word attention: Model: “The boat sailed beneath the bridge, but the mist stayed above its mast.” Both sides are independent clauses. “Because the mist stayed above its mast” cannot stand alone here; because joins a dependent clause, not this compound pattern. Avoid adding and to a word list and calling it a compound sentence. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Write/type/dictate two complete own ideas, then choose and, but or so if it suits the meaning. Keep two simple sentences when that better says the idea. Reread capitals/full stops or compound punctuation with the local convention explained.
22–25 · read back / useful next step: Actual complete clauses and intended link; independent encoding/punctuation help separately. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 24 choices.
Day 25 · Fresh E; then a useful next step
0–3 · own start: “A new story and page: what do YOU notice?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Use held E privately before worked answers. Read the rich source aloud; sample source meaning and child composition without asking the child to independently decode that rich text.
8–12 · print and word attention: Eligible held print uses the actually taught declaration. Sample reading, morpheme reasoning and spelling independently; not-yet-taught is not an error. A short further sitting is allowed. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Choose an own imagined event or informative line about the new topic, or a different chosen topic. An actual oral composition counts as oral; drawing/directing can create an artefact. No copied correct ending.
22–25 · read back / useful next step: Capture first source/purpose response and one actual component with help named; do not aggregate a global grade. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 25 choices.
Day 26 · Organise useful information
0–3 · own start: “What would help someone find out about YOUR topic?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Read Text L in sections. Locate Boat and flag / Cloud and bridge. Explain each section groups related details; it does not narrate the story voyage. Adult reads headings if needed.
8–12 · print and word attention: Compare “boat” with “one tall mast”; “is attached” is a verb group. Explain how an article/adjective expands a noun group and the helping word plus verb expresses action/state. No demand to memorise labels before using language. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Select a known detail of your own picture, imagined design or permitted existing source. Put it under a child-chosen heading or clear grouped part. Label invented-world information as about that invention, not a real-world claim.
22–25 · read back / useful next step: Purposeful grouping and a source-supported/clearly invented-world detail; actual own text. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 26 choices.
Day 27 · Build a word family for meaning
0–3 · own start: “What changes when we add a useful word part?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Use pack → unpack / packs / packing; play → replay / plays / playing. Prefix un- reverses the action in unpack; re- means again in replay. Suffixes change number/verb use or ongoing action depending on the sentence.
8–12 · print and word attention: Model “I pack the bag” / “I unpack the bag”; no actual bag action required. Packing keeps the ck spelling; playing keeps ay. Plays has final s /z/, packs has /s/. Raincoat is rain+coat, two base words; it is not a prefix family or a compound sentence. No universal suffix-sound rule. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Choose a meaningful family member for your topic and use it in a complete sentence. If code is unknown, hear/read the word with adult help and reason about its parts; sample independent encoding only if taught.
22–25 · read back / useful next step: A correct meaningful base/affix relationship; independent print and adult-read morphology separated. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 27 choices.
Day 28 · Make your second kind of text
0–3 · own start: “Your topic can do a different job today. Which job?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Read one relevant short portion of Story K or Text L, chosen after the child task starts. Compare only what helps the chosen purpose. Familiar intended reader can be self, a willing family member or imaginary reader; no actual response is presumed.
8–12 · print and word attention: Offer verbs drifted / curled for a narrative, and positions above / attached for information. Child may choose plain words. Model a two-syllable word such as harbour through adult reading; no new code assumed. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Develop the second text on the same chosen topic: narrative after information or information after narrative. Use an appropriate structure, noun/verb group or complete joined ideas if useful. Persuasive purpose can be an optional third choice, not an all-three quota.
22–25 · read back / useful next step: Distinct actual purpose/form and a useful vocabulary/structure choice; own source detail limits. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 28 choices.
Day 29 · Reread; choose a worthwhile edit
0–3 · own start: “Does it say what YOU meant? Keep it, or change a bit.” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Read back the child actual text first. Child can read eligible portions; adult reads unknown words with help recorded. Return to a source detail only when needed, not a full source-status form.
8–12 · print and word attention: Try one clearer noun group, verb group, topic word, sentence boundary or connection. Model “a boat” → “the long boat” only when that detail serves this text; more words do not automatically improve it. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Keep or revise one useful part and explain the intention. If a willing listener actually responds, record their exact attributed comment and child choice; listener feedback is optional and no reply is invented.
22–25 · read back / useful next step: Actual reread/edit or justified keep choice; independent reading/spelling/handwriting only if genuinely observed. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 29 choices.
Day 30 · Fresh F; carry a useful idea forward
0–3 · own start: “Here is a different topic. What could YOU make from it?” Welcome a chosen topic, one useful event/detail and private response.
3–8 · rich source / language: Use held F source pair and diagram before keyed examples. Ask what each kind of text does and what source detail supports a choice. Neither demands one correct creative arrangement or personal emotion.
8–12 · print and word attention: Select held print against local taught code; independent reading, spelling and word-part reasoning are separate. Phrasing has no speed score. Collect another component later if needed. Use one locally selected practice card for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.
12–22 · make / choose: Make a chosen new text or offer a useful revision of your own fortnight work. Explain a structure/word choice for the intended purpose in any available form. No year-readiness claim.
22–25 · read back / useful next step: First source-supported response and actual creative component; useful next teaching move, not a summed mastery score. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.
Change route: Day 30 choices.