Day 48 · Ask a useful question, then listen
Ask and respond in a willing actual interaction, or prepare privately without claiming interaction.
- Choose one small topic or source detail.
- Tell, write, type or direct one useful idea.
- 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
Offer your mini-report to a willing person, ask a useful question and choose whether to change anything.
Make a private information-desk rehearsal: compose a question and report, then self-readback. It is preparation, not real interaction.
Use sign/AAC/typing/usual response timing for a willing exchange or private report. No eye-contact, voice, gesture imitation or partner requirement; log actual components.
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 gives opening/topic, one informative detail and a closing if choosing oral report, or makes/rereads written report. Keeps or revises based on own intention or an actual welcomed reply.
Observe: Observe real turn/contribution/response only when it occurred. Oral structure/meaning may be useful with established communication; features of voice only when actually performed and appropriate, never forced speech.
Next teaching: If question is too broad, model a question word linked to one detail and let child adapt. If an actual reply is not answered, revisit its exact contribution and invite a response later. Private work remains complete for its chosen goal.
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