# Day 42 · Tell what the answer actually says

## Useful job

Tell a helper what a pretend packing partner chose.

## Purpose

Make a short report that keeps an answer’s meaning and separates it from a new suggestion.

## Ready to enter

Use the supplied response in C03. The report can be entirely fictional; no home survey, counting or prior interview is required.

## Kit

C03/C04, two colours or two labelled spaces, a card for the report.

## Find the answer · 5–8 minutes

Read C03. Ask which exact words tell us the pretend partner’s choice. Place those words under ‘answer’. Put the author’s spare suggestion under ‘new idea’. Do not treat a picture as proof that a person chose an unmentioned item.

## Model a faithful report · 8–12 minutes

Say ‘Mara chose the cloth bag because the handles feel comfortable.’ Point to the supplied response for both choice and reason. Then model ‘I suggest adding a label’ as a different sentence. Compare the invented report ‘Mara chose it because it is waterproof’: the source did not say that. This is a reading check, not a test of whether cloth is waterproof.

## Try another job · 10–15 minutes

Read C04 about a cardboard costume repair. Together make one report sentence about the supplied answer and one optional suggestion. Notice a clear subject and verb. Keep the source’s time: a choice made yesterday is a past choice; a plan for tomorrow is not an event that has already happened.

## Make a useful handover · 12–20 minutes

Children choose one source. Write or dictate a two-sentence message: what the response says, then an optional clearly signalled suggestion. A reader checks whether each reported claim can be pointed to in that source. Children may shorten or rephrase without silently adding a reason.

## Finish · 5 minutes

Ask the child to point to the source for one reported detail. Keep the report and the source identity. Treat real listening, handwriting and spelling as separate observations when the mode or help does not allow them to be seen.

## Choose a way to take part

### Sort and build

Move supplied sentence strips into ‘answer’ and ‘my suggestion’, then arrange a message. Leave an optional suggestion empty if none is needed; classification is a tool for keeping meaning, not a required colour test.

### Hear and dictate

An adult reads the answer twice. The child retells or points; the adult records exact words. Re-read the source after the retelling so the child can correct a missing detail.

### Read and edit

Read the short answer independently only where taught knowledge allows. Draft two sentences and underline the subject and verb in one. A partner checks the meaning against the complete source.

## What to notice

Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.

## Curriculum focus

AC9E3LY05, AC9E3LA06, AC9E3LA08, AC9E3LY06

## Home offer

Use a supplied fictional response to write a tiny ‘here is what they chose’ note. An optional real answer can be used with permission; no names need be recorded.

## Longer make

Create a repair handover envelope containing the response and a clear message, so another person can understand the pretend costume job without asking for the story again.

## Timing and scope

Times are unpiloted offers. Shorten or split while keeping the language job; no required prior fortnight mastery or guaranteed outcome.