# Ten optional 25-minute starts · Days 21–30

Start the child’s own idea in the first three minutes. Use one short source portion, not every adult note aloud. Each plan offers 3 + 5 + 4 + 10 + 3 minutes; these are estimates, not speed/completion tests. Pause, split or revisit. One actual component is useful. Rich adult reading, actual child reading, child composition and physical/encoding help are recorded separately. [Sources](ADULT-READ-SOURCES.md), [print selection](PRINT-SELECTION.md), [switchable routes](LEARNER-CARDS.md), [fresh checks](STUDENT-CHECKS.md) and [key](teacher/KEY-AND-NEXT.md) support the sequence.

## Day 21 · Choose a topic; begin a story

**0–3 · own start:** “What would you enjoy making a little story about?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Hear Story K opening after your own beginning. Notice whose ideas start the story. Ask what Mira or Dev wants; accept a text-supported answer, not a compulsory personal identification.

**8–12 · print and word attention:** A character can want something. Model “The little boat wanted a journey.” Harbour and voyage are rich adult-read vocabulary. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Create a character, place and one event on your own topic in an available form. Add a useful detail if wanted; a beginning can remain open.

**22–25 · read back / useful next step:** Own idea/event and actual form; adult source access separately. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 21 choices](LEARNER-CARDS.md#day-21).

## Day 22 · Same topic, two purposes

**0–3 · own start:** “Could your topic tell a story AND help someone find a detail?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Finish Story K, then Text L “What this page describes”. Compare story sequence/dialogue with informative purpose. The informative page is about saved Drawing J; story voyage is invented.

**8–12 · print and word attention:** Model story: “The boat borrowed a journey.” Information: “The boat is at the left.” Ask which wording helps locate a drawing part and why. This is a purpose choice, not a truth test of every genre. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Make a tiny second-purpose note on your chosen topic, or identify what information you would need before writing it. A planned fact stays a question; do not invent an actual result.

**22–25 · read back / useful next step:** A purposeful contrast supported by wording/structure; proposed versus actual own note. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 22 choices](LEARNER-CARDS.md#day-22).

## Day 23 · Find a clue; offer an inference

**0–3 · own start:** “What clue makes you think that?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Reread Story K dialogue and last three paragraphs. Separate “It borrowed a journey, not a seat” stated detail from an inference such as why Mira laughs. Alternative inferences need a clue; “we cannot know” can be reasonable.

**8–12 · print and word attention:** Discuss enormous/little and thin mist: noun groups change what the reader imagines. Model “the enormous cloud” / “a pale ribbon”. Neither demands a visual mental image. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Choose one own character/setting detail that could help a reader understand an event. Tell what it might suggest; leave an uncertainty if useful.

**22–25 · read back / useful next step:** One stated clue, plausible interpretation or uncertainty; own chosen detail. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 23 choices](LEARNER-CARDS.md#day-23).

## Day 24 · Link two complete ideas

**0–3 · own start:** “Can your two ideas each stand on their own?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Use only “The boat sailed beneath the bridge” and “The mist stayed above its mast.” These events are fictional. Try joining with and/but/so and talk about the intended connection.

**8–12 · print and word attention:** Model: “The boat sailed beneath the bridge, but the mist stayed above its mast.” Both sides are independent clauses. “Because the mist stayed above its mast” cannot stand alone here; because joins a dependent clause, not this compound pattern. Avoid adding and to a word list and calling it a compound sentence. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Write/type/dictate two complete own ideas, then choose and, but or so if it suits the meaning. Keep two simple sentences when that better says the idea. Reread capitals/full stops or compound punctuation with the local convention explained.

**22–25 · read back / useful next step:** Actual complete clauses and intended link; independent encoding/punctuation help separately. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 24 choices](LEARNER-CARDS.md#day-24).

## Day 25 · Fresh E; then a useful next step

**0–3 · own start:** “A new story and page: what do YOU notice?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Use held E privately before worked answers. Read the rich source aloud; sample source meaning and child composition without asking the child to independently decode that rich text.

**8–12 · print and word attention:** Eligible held print uses the actually taught declaration. Sample reading, morpheme reasoning and spelling independently; not-yet-taught is not an error. A short further sitting is allowed. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Choose an own imagined event or informative line about the new topic, or a different chosen topic. An actual oral composition counts as oral; drawing/directing can create an artefact. No copied correct ending.

**22–25 · read back / useful next step:** Capture first source/purpose response and one actual component with help named; do not aggregate a global grade. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 25 choices](LEARNER-CARDS.md#day-25).

## Day 26 · Organise useful information

**0–3 · own start:** “What would help someone find out about YOUR topic?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Read Text L in sections. Locate Boat and flag / Cloud and bridge. Explain each section groups related details; it does not narrate the story voyage. Adult reads headings if needed.

**8–12 · print and word attention:** Compare “boat” with “one tall mast”; “is attached” is a verb group. Explain how an article/adjective expands a noun group and the helping word plus verb expresses action/state. No demand to memorise labels before using language. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Select a known detail of your own picture, imagined design or permitted existing source. Put it under a child-chosen heading or clear grouped part. Label invented-world information as about that invention, not a real-world claim.

**22–25 · read back / useful next step:** Purposeful grouping and a source-supported/clearly invented-world detail; actual own text. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 26 choices](LEARNER-CARDS.md#day-26).

## Day 27 · Build a word family for meaning

**0–3 · own start:** “What changes when we add a useful word part?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Use pack → unpack / packs / packing; play → replay / plays / playing. Prefix un- reverses the action in unpack; re- means again in replay. Suffixes change number/verb use or ongoing action depending on the sentence.

**8–12 · print and word attention:** Model “I pack the bag” / “I unpack the bag”; no actual bag action required. Packing keeps the ck spelling; playing keeps ay. Plays has final s /z/, packs has /s/. Raincoat is rain+coat, two base words; it is not a prefix family or a compound sentence. No universal suffix-sound rule. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Choose a meaningful family member for your topic and use it in a complete sentence. If code is unknown, hear/read the word with adult help and reason about its parts; sample independent encoding only if taught.

**22–25 · read back / useful next step:** A correct meaningful base/affix relationship; independent print and adult-read morphology separated. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 27 choices](LEARNER-CARDS.md#day-27).

## Day 28 · Make your second kind of text

**0–3 · own start:** “Your topic can do a different job today. Which job?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Read one relevant short portion of Story K or Text L, chosen after the child task starts. Compare only what helps the chosen purpose. Familiar intended reader can be self, a willing family member or imaginary reader; no actual response is presumed.

**8–12 · print and word attention:** Offer verbs drifted / curled for a narrative, and positions above / attached for information. Child may choose plain words. Model a two-syllable word such as harbour through adult reading; no new code assumed. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Develop the second text on the same chosen topic: narrative after information or information after narrative. Use an appropriate structure, noun/verb group or complete joined ideas if useful. Persuasive purpose can be an optional third choice, not an all-three quota.

**22–25 · read back / useful next step:** Distinct actual purpose/form and a useful vocabulary/structure choice; own source detail limits. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 28 choices](LEARNER-CARDS.md#day-28).

## Day 29 · Reread; choose a worthwhile edit

**0–3 · own start:** “Does it say what YOU meant? Keep it, or change a bit.” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Read back the child actual text first. Child can read eligible portions; adult reads unknown words with help recorded. Return to a source detail only when needed, not a full source-status form.

**8–12 · print and word attention:** Try one clearer noun group, verb group, topic word, sentence boundary or connection. Model “a boat” → “the long boat” only when that detail serves this text; more words do not automatically improve it. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Keep or revise one useful part and explain the intention. If a willing listener actually responds, record their exact attributed comment and child choice; listener feedback is optional and no reply is invented.

**22–25 · read back / useful next step:** Actual reread/edit or justified keep choice; independent reading/spelling/handwriting only if genuinely observed. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 29 choices](LEARNER-CARDS.md#day-29).

## Day 30 · Fresh F; carry a useful idea forward

**0–3 · own start:** “Here is a different topic. What could YOU make from it?” Welcome a chosen topic, one useful event/detail and private response.

**3–8 · rich source / language:** Use held F source pair and diagram before keyed examples. Ask what each kind of text does and what source detail supports a choice. Neither demands one correct creative arrangement or personal emotion.

**8–12 · print and word attention:** Select held print against local taught code; independent reading, spelling and word-part reasoning are separate. Phrasing has no speed score. Collect another component later if needed. Use one [locally selected practice card](PRACTICE-PRINT.md) for today, except held turns use their private eligible component. Blend then reread a useful phrase and check meaning; model correction only after a first reading. Unknown code is adult-read or taught separately. A child’s own attempted spelling is not silently corrected into independent evidence.

**12–22 · make / choose:** Make a chosen new text or offer a useful revision of your own fortnight work. Explain a structure/word choice for the intended purpose in any available form. No year-readiness claim.

**22–25 · read back / useful next step:** First source-supported response and actual creative component; useful next teaching move, not a summed mastery score. Keep one brief exact phrase/picture note plus help if needed. Ask “What would help next?” Invite a child question. No mandatory sharing, perfect page, fixed amount or whole-class component checklist.

**Change route:** [Day 30 choices](LEARNER-CARDS.md#day-30).