Day 41 · What can our information desk tell us?

Say one source detail and check the reading entry point.

  1. Choose one small topic or source detail.
  2. Tell, write, type or direct one useful idea.
  3. Read it back, or ask for readback. Keep, change a bit or finish.

Example to hear: The map and cap are inside the bag.

Pick a way in

Make an information card about the supplied paper bag: choose one shown object, write/direct its location, read back the real words.

Use a familiar suitable object already present: adult and child observe one feature now; child gives a sentence. If no object is wanted, use the bag drawing.

Give an oral/sign/AAC report about the exact described drawing. Child chooses a detail; an adult can write their exact words. Separately offer accessible eligible print, never count the description as reading.

Open your empty report page · Pictures and full descriptions

These boxes do not save or send. Keep a copy yourself if wanted. You can tell it without using a box.

Grown-up help

Choose one short sitting; about 25–30 minutes is an author planning estimate, not a required dose or tested timing. Keep/pause/finish and a return later are valid. No purchase, outing, upload, account, private disclosure, recording, forced speech/eye-contact/movement or audience. Use established communication, sign/AAC, suitable enlarged print, keyboard or exact child-directed scribing as appropriate. Ask before touching/moving belongings; do not require handling real objects. Read rich text aloud or provide agreed exact text access: it is not automatic independent reading. No-print listening/composition alternatives keep meaning useful, but do not prove decoding. Adults record their own reading, phoneme cues, grapheme supply, spelling and physical marking separately. An actual oral report is oral; a picture+language text has actual stated components; an unwritten proposal is a plan. A scribe can preserve child composition while adult spelling/handwriting remains adult. Only observe handwriting when the child actually forms letters. Only record real interaction when a willing other person actually participates. Do not infer a listener reply from a paper figure, adult model or intended reader.

Today: Child makes one topic card: a complete sentence, exact directed sentence, or oral report. Offer “The bag has a map” as an adult model after their first idea; they can choose another suitable topic.

Observe: Check title versus detail; entry evidence is word reading, ordered spoken sounds, one dictation and meaning separately. A hearing/communication barrier is not a decoding verdict.

Next teaching: If the child reports unseen objects as facts, revisit the exact drawing and mark one “we know” and one “question”. If code is not accessible, teach one previously taught correspondence with a locally matched word while retaining the heard report.

Each ordinary day: select one locally eligible cumulative passage and two or three locally eligible words; no automatic new grapheme in this bank. Say a chosen word normally, then model its full ordered phonemes using the reviewed map. Digraph sh/ch/optional final ck represents one phoneme; s+t and n+d stay separate sounds. Let child blend the print, reread a phrase naturally, then give the meaning. If the first reading attempt is needed, capture it before modelling. For writing, say the separate chosen dictation word normally; learner segments, selects graphemes and writes/types/arranges them if suitable. Teacher can model and invite another attempt after capture; mark supplied graphemes separately. Handwriting: offer one locally taught unjoined letter from the word, modelling that school's letter formation and inviting an actual comfortable attempt; exact formation needs local judgement and is not provided by a system font. Familiar a/is require explicit actual teaching as described in the lexicon. Meaning context confirms reading; do not replace grapheme blending by picture guessing. Oral sound manipulation is separate from printed new-code teaching. If no passage fits, keep rich listening/composition and explicitly teach one earlier taught correspondence with a locally matched word; not-yet-offered print is not failed reading. Long vowels, two-syllable patterns, wider high-frequency words and morphemes need separate actual school teaching; this bank does not claim to complete them.

Complete teacher plan · Print eligibility and full maps · Separate teacher checks and keys