# Day 50 · Choose your strongest example and share it your way

## Useful job

Make a small handover that another reader can use without guessing.

## Purpose

Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.

## Ready to enter

Choose any work from this fortnight or use C19/C20 and a fresh mini draft. Attendance or completion of all previous days is not assumed.

## Kit

One chosen draft, original source where available, blank handover card, optional storyboard.

## Choose evidence with a purpose · 5–8 minutes

Offer a question card, short report, story adaptation or edited label. Ask which best helps the chosen reader. A child who lacks earlier work can start with the supplied C19/C20 source.

## Model an honest handover · 8–12 minutes

Show a source, a chosen message and a short explanation of one kept or changed part. Say ‘I changed the vague word to name the pocket’ rather than ‘I made it perfect’. Name any supplied answer or adult help.

## Rehearse a reader route · 10–15 minutes

Plan a short spoken/signed explanation or written route: what this is, who it is for, and where to look. Optional delivery can be to one willing person. A child can decline public performance and still make a useful written handover.

## Try and refine · 12–20 minutes

The reader uses the handover or asks a supplied question. The child makes one final change if needed, or gives a reason for keeping the current version. Separate original story invention from a factual report and leave private/personal information out.

## Finish · 5–8 minutes

Keep one selected work sample, source identity, help note and the child’s explanation. State the local evidence it provides and the strands still needing taught opportunities. This fortnight is not a complete annual English assessment or proof of learning gain.

## Choose a way to take part

### Portable handover

Arrange source, message and explanation on three loose cards, then test the order with a willing reader. The outcome can remain small and private.

### Quiet sharing

Dictate, sign or point through the handover with a familiar adult. Use a supplied reader question if nobody is available; actual presentation evidence is recorded only if observed.

### Written mini portfolio

Choose a draft, annotate one purposeful revision, and add a short reader route. Independent reading, spelling and joined handwriting are recorded separately when conditions permit.

## What to notice

Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.

## Curriculum focus

AC9E3LY06, AC9E3LY07, AC9E3LY02, AC9E3LE05

## Home offer

Let your child show one chosen piece, or keep it private and answer the supplied reader question. Ask ‘What would help someone use this?’ rather than demanding a performance.

## Longer make

Build a fold-flat mini portfolio with a source pocket, one selected message and a removable change card. It should take a reader to the useful part in a few clear steps.

## Timing and scope

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