Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

A usable teacher startYear 4 English · T1 W5–6 · Teacher · Teacher / Preparation

1. Read each full script and shared text, selecting a matched independent passage and taught spelling prerequisite.
2. Offer one of three contexts; paper, text-only, enlarged print, sign, AAC, exact dictation, quiet/private work and rest remain possible. Do not label fixed learning styles.
3. Keep fresh sources closed until Day 25/30. Choose one alternative context sampling the same four components and collect before feedback. These are not calibrated equal-difficulty forms. Keys live in the educator menu only; role menus are separation for normal use, not authentication.
4. Use a plain sheet if you cannot print. The four illustrations have full alternatives and real SVG doors. Eight own aids are empty. Check the learner’s actual format access locally.
5. The30-minute rhythm is a planning suggestion. Give continuation or rotate conferences; no class has been timed with this bank. Preserve child/adult contribution separately and never upload named pupil work.

Cumulative progression

Days 21–24 read distinct text jobs → explain story choice → discuss figurative effect → compose/test useful steps. Day 25 samples fresh transfer. Days 26–27 distinguish recorded information, future possibility and view → group information and preference for a reader. Days 28–29 plan/draft a creative/useful pair → revise and offer actual chosen delivery. Day 30 samples fresh report/view/composition. Word work moves known -er/-ful → selected adverb forms/context homophones → observation/prediction meaning → known spelling families → draft-specific editing. Never assume an annual focus or affix was already taught.

Complete scripts · Criteria and next teaching · Crosswalk · Full national reference · Sources/local update route · Visual alternatives.