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

Day 45 · First, keep a small piece of your own thinkingYear 4 English · T1 W9–10 · Teacher · Teacher / Day 45

Useful end: A first source-based response and one separately recorded next teaching choice.

Preparation: Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

Run the lesson

1. Own starting thought ·3minutes. Ask: “First, keep a small piece of your own thinking. What would you want the next reader to know?” Retain the own first contribution before the worked model.

2. Read and model ·5minutes. Complete ordinary source: Use one eligible fresh source family only after its specific purpose/source-role/claim or quote/picture teaching. Ordinary sources and keys stay separate from the chosen held arrangement.

   Worked reasoning: An unrelated practice character reads a model map key using triangles. The character repairs every real park uses triangles to this model map uses triangles. That practice is ordinary teaching; it is not the child's first check source.

3. A different guided try ·5minutes. Read a new own component neutrally. Offer one or four empty fields, a faithful scribe or usual communication; retain the original before showing any model answer.

4. Choose one useful route ·10minutes.

   • Route1: Point/direct to the relevant source clause and supply an own statement on equivalent blank space.

   • Route2: Write/draw one own source-and-claim relationship or an appropriate caption without copying a staff response.

   • Route3: Speak/sign/AAC a precise source response; record the actual helper words and selected target scope.

5. Look closely ·5minutes. Judge only the chosen taught component. Separate comprehension/composition from actual reading, spelling, handwriting or delivery. An empty or declined response stays open.

6. Keep a next move ·2minutes. Select one new ordinary activity from the actual gap; later eligibility is not established merely by the next date.

Access and evidence: Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.

Ready resources

Blank daily sheet · Read together · Home · Larger project · Reader-card Bench · Paper Bench

Selected taught, eligible source/own/staff bank. Keep the actual first contribution before staff models.