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Day 41 · What can our information desk tell us?Year 1 English · T1 W9–10 · Plans / Day 41

Day 41 · What can our information desk tell us?

Goal: Say one source detail and check the reading entry point. Topic words: title, label, detail. Resource grid Week 9, not an official-term date.

Preparation: choose actual source R1: The label that grew; familiar safe tools optional, exact access/no-print alternatives available. Source texts, word maps/eligibility, illustrations/whole alternatives, staff questions/keys. Bring no private data. Read common access/evidence guidance and choose only the actual relevant components.

1. Start · about 3 minutes: Ask: “What would you like a small card to help someone know?” Let the child choose paper-bag drawing, a familiar suitable object or an imaginary desk. No home disclosure.

2. Read/hear and model · about 5 minutes: Read R1 parts 1–2. Model: “Things names almost nothing. Inside the bag names a topic. The sentence names a map and a red cap.” Show the bag SVG; do not pretend it is a real observation.

3. Guided meaning · about 4 minutes: Read R1 part 4. Ask whether a snack is shown. Compare “There is a snack” with “The drawing does not tell us”. Invite a source detail through the child’s usual communication before offering the model answer.

4. Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) map, ship, mend; separate dictation map. Change spoken map /m/a/p/ initial /m/ to /k/ → cap /k/a/p/. Ask after first entry response; printed cap only if individually taught. Follow full phonics recipe. On fresh days these are staff-only components before coaching, not ordinary practice print; no access match means do another component and plan prior code teaching. Ordinary child passages are three distinct choices and optional ck only if taught. Never adult-read then mark independently decoded. Offer actual local unjoined letter formation where appropriate; no forced motor task.

5. Own language and report · about 6 minutes: 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. Every day retains speaking/sign/AAC contribution, reading or explicit prior code instruction, and actual composition opportunity; grammar/spelling/lettering components remain separately attributed.

6. Readback/observation/next · about 3 minutes: 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.

Three complete practical routes

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

B: 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.

C: 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.

All routes can use their usual communication/rest/finish. Different modes retain different actual evidence; no diagnosis or fixed learning-style assignment. The route can change during a sitting. Source detail versus own version remains labelled.

Home and supplementary offer

Home: Imagine a tiny information desk. What one thing could its card help someone know? Tell it your way.

Additional project: Information hunt: choose two adult-approved notices already available, or the two supplied title/label examples. Explain what each helps someone find. No outing, account or photograph.

The school check-day examples wait until actual capture; standalone home offers do not need a school schedule. See separate home card for quick steps and adult preparation. No return/report required.

Empty teaching note

Actual component offered: __________ Learner's exact response: __________

Actual support/mode/source version: __________ Observed strength: __________

Next short teaching move: __________ First/later/not offered: __________