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 · 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.