# Day 46 · Two sources, two jobs

**Useful end:** A reader card that explains what each source contributes.

**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: “Two sources, two jobs. 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: A fictional kit drawing labels a thick pencil. A separate invented practice note says one pencil made a dark line on one paper. No source compares every pencil or drawing.

   Worked reasoning: The drawing helps identify the pencil. The practice note reports one dark line. Neither source tells us every drawing will be better. Together they answer a narrower question, not every question.
3. **A different guided try ·5minutes.** A different paper robot diagram shows planned turns; a written note says no one ran the plan. State what each gives and what the pair leaves open.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct two complete source cards beside one shared question, marking a contribution for each.
   - Route2: Make a two-source guide panel with a source name and a specific useful detail on each side.
   - Route3: Discuss/tell/sign/AAC a two-source explanation to a willing listener or two private fictional readers.
5. **Look closely ·5minutes.** Check for a real cross-source link rather than two disconnected copied sentences. If sources appear to conflict, inspect whether they address the same event/question.
6. **Keep a next move ·2minutes.** Teach one reference word or linking sentence needed to show the two different jobs.

**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](../aids/W06.md) · [Read together](../narration/N06.md) · [Home](../home/H06.md) · [Larger project](../projects/X06.md) · [Reader-card Bench](../bench.html) · [Paper Bench](../BENCH-PAPER.md)

[Selected taught, eligible source/own/staff bank](../ASSESSMENT.md). Keep the actual first contribution before staff models.