Goal: Connect a useful title and heading to the information underneath. Topic words: topic, title, heading. Resource grid Week 9, not an official-term date.
Preparation: choose actual source R2: Inside the paper bag; 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.
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Start · about 3 minutes: Invite a playful wrong title: “Would Inside the bag help us find information about the moon?” Let the child correct it without a real search.
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Read/hear and model · about 5 minutes: Read all R2. Model using the title first, then heading What is shown: “I want the objects, so this is the part I read.” Name that a heading helps navigation; it is not the answer by itself.
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Guided meaning · about 4 minutes: Offer heading What is shown versus What the drawing cannot tell us. Ask which would answer “What is in it?” Child selects and gives the actual detail, not merely a box choice.
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Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) cap, fish, stand; separate dictation cap. Change spoken cap final /p/ to /t/ → cat. Keep three sounds; no extra vowel. 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.
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Own language and report · about 6 minutes: Child makes a title and one sentence for their own tiny report. Exact scribing, typing or picture plus directed words available. One heading is optional; do not turn this into copying all R2. Every day retains speaking/sign/AAC contribution, reading or explicit prior code instruction, and actual composition opportunity; grammar/spelling/lettering components remain separately attributed.
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Readback/observation/next · about 3 minutes: Notice whether the title matches the topic and the sentence contributes information. Separately listen to their eligible line’s meaning and observe their chosen taught word spelling. Next teaching: If the title is broad but details useful, model two titles and ask which narrows the topic. If the child copies a heading without details, help turn one label into a complete sentence.
Three complete practical routes
A: Make a desk-sized information card with a matching title and one bag fact.
B: Create a two-heading toy museum card about an invented cap/map drawing: What is shown / My question. Child fills one genuine detail only.
C: Navigate by hearing two headings and directing the matching topic. Give a complete spoken/signed report; optional exact scribing. No need to see, drag, touch or imagine a page.
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: Give a silly title and a useful title to an imaginary pet rock or robot. Which would help a reader know the topic?
Additional project: Title swap: supply “A cap in a bag” and “A bag in a cap” as rich adult-read examples. Explain how the second changes the meaning; invent a different clear title.
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: __________