Day 47 · A real source has a date

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 creates a small information card with one chosen accurate listed fact, or a report about the invented bag if dates are not meaningful yet. Adult handles current checking; child chooses wording and rereads.

Observe: Notice source/year context, one accurate detail and one honest unknown. Rich dates/names are adult-read unless individually taught; no child internet search, account, address or location disclosure.

Next teaching: If date and lesson-grid numbers are mixed, draw two separate labelled rows: official terms / resource-bank order. Explain our resource 9–10 can bridge Term 1 and Term 2; reteach one source fact before adding detail.

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