# Try this together · Your work tells us what to try next

Aim for one useful small card or own sentence; stop while there is still energy. Read the full source and hear an own idea before a model.

## Full source

Use the child's actual retained pieces when available; otherwise gather a current first sample. An earlier date/title alone does not establish comparable evidence or learning gain.

For a check, select actually taught opportunities; for a folio chat, use actual retained work or gather a current first sample.

## Pick a comfortable route

- Point/direct to one own retained source-and-sentence relationship and nominate a small next task.
- Write/draw a private keep/change note and one next question, preserving exact original versions.
- Hold a short willing-listener conference or self-review through speech/sign/AAC with faithful notes.

Point, draw, tell, write, sign/AAC or direct a faithful scribe. Private/pass/rest/return is available. A dictated composition is not a spelling or handwriting result.

[Complete teacher plan](../teacher/day-50.md) · [Short home invitation](../home/H10.md) · [Blank daily sheet](../aids/W10.md)