# Day 48 · Find a word, then check the whole sentence

## Useful job

Prepare a small word-help strip for a reader of a pretend repair message.

## Purpose

Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.

## Ready to enter

Teacher selects a small set compatible with the learner’s taught sound-letter knowledge. Rich C15/C16 passages are adult-read options; no unfamiliar pattern is assumed to be mastered.

## Kit

C15/C16, selected word cards ‘replay’, ‘playing’, ‘sunset’ or teacher-chosen equivalents, blank strip.

## Check the entry · 5–8 minutes

Offer a few selected words individually and in a short sentence. Ask how the child is trying to read them. If patterns are untaught, teach or supply the word and keep comprehension work available; do not label a child a poor reader from an unsupported first attempt.

## Model more than guessing · 8–12 minutes

Use ‘replay’: connect taught sounds and letters, identify ‘re-’ plus ‘play’, then check whether ‘play again’ fits C15’s puppet sentence. Use ‘playing’ to discuss the known base and suffix without claiming all words keep identical spelling. Avoid guessing solely from the picture or first letter.

## Try a meaning change · 10–15 minutes

Read C16’s music note. Distinguish ‘here’ and ‘hear’ by the intended sentence meaning while acknowledging their same spoken form in usual Australian English. Teacher pronunciation support should be checked in the learner’s language variety; no invented multilingual pronunciation is supplied.

## Make and use a word-help strip · 12–20 minutes

Choose one taught or newly explicitly taught word. Record the word, a useful part or sound-letter observation, and a complete sentence. Re-read the sentence for meaning and accuracy. For spelling, remove the supplied model for a fresh attempt only after teaching; record the conditions.

## Finish · 5 minutes

Keep an actual reading observation if heard, a spelling attempt if independently produced and the supported comprehension work separately. No percentage of decoding mastery or fixed reading level follows from this small set.

## Choose a way to take part

### Build and move

Move known letter or word-part cards to form a selected word, then choose the fitting sentence. Motor movement is optional and does not replace actual reading observation.

### Listen and explain meaning

An adult reads the passage and supplies unfamiliar words. The child explains a word part or sentence meaning through usual communication; do not score independent decoding from this route.

### Read, re-read and spell

Read a short taught-pattern sentence, re-read after self-correction, and make one fresh spelling attempt. The teacher records exactly which support and prior teaching were available.

## What to notice

Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.

## Curriculum focus

AC9E3LY04, AC9E3LY09, AC9E3LY10, AC9E3LY11, AC9E3LY12

## Home offer

Use one teacher-selected known word in a silly sentence. An adult can supply a new word; the goal is a useful meaning check, not drilling an untaught list.

## Longer make

Make a pocket reader-help strip with three selected words and complete sentences. Test it with a willing reader and keep only help they find useful.

## Timing and scope

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