# Day 53 — Give “it” a clear home


**Child invitation:** “When the guide says ‘it’, can we tell what ‘it’ means?”

**Prepare:** an ordinary guide naming a sheet and a drawn label. Include the intentionally ambiguous sentence “Put it beside it” and clear alternative wording. Keep the original words available while editing.

**Teach:** identify the possible referents without guessing the author's private intention. Try naming both objects, then experiment with a pronoun once its reference is clear. Compare “Put the drawn label beside the folded sheet” with a longer repetitive version and a clear two-sentence version. The child makes one own edit and gives its reader-purpose reason. Preserve a before/after pair.

**Three routes:** point to object cards beside the words; use distinct tactile/object markers and direct the wording; dictate/mark a single confusing word and a chosen replacement. Colour names alone should not carry the reference.

**Worked ordinary contrast:** “The drawn label is small. Put it beside the stand” has a visible possible referent in the first sentence. Whether the whole passage is clear still depends on its actual context and reader.

**Notice and next:** ask the learner which thing the new wording names. If an edit changes the intended action, read both versions and check the job again. If every pronoun is removed, show one short clear local reference and ask what word it replaces.

**Tiny home offer:** explain one pretend object movement without pointing, then add pointing if wanted and compare what it adds.

## Six useful stages

**Welcome:** Offer the complete short child invitation above; quietly watching, pausing, private work and switching route are valid.

**Read together:** Read/hear the complete named source and full alternative. Enjoy meaning before task questions. Adult reading supplies access, not independent decoding.

**Model:** Use the complete ordinary contrast in the lesson, keeping the model different from own work. On capture days read only neutral source/prompts and finish capture before staff examples.

**Own try:** Follow one of the three complete purpose-preserving routes above. Start with genuinely empty space; an adult records exact child choices and names support.

**Notice:** Use the complete notice/next section above and record actual help, source/key exposure, mode and component. No speed, neatness or total-box score.

**Keep or next:** Use the complete tiny home invitation if wanted, or keep privately/stop. No printer, upload, returned evidence or earlier draft is compulsory.

**Sources:** O06

**Useful output:** one reference repair with meaning kept

**Small start:** One sentence, one clue, one diagram relation or one offered component can be enough; use a fresh empty page if prior work is unavailable.

**Print:** Complete conditional retrieval and exposure contract in PRINT-ACCESS.md; never label a rich source decodable by Year2 alone.

**Timing:** 20–35 minutes is unpiloted adult planning advice, not a timer or daily allocation.