# Day 54 — Let the picture do a real job


**Child invitation:** “What does this picture help you notice that the words don't tell you yet?”

**Prepare:** two original diagrams of the same ordinary fold step: one with a labelled edge/orientation and one decorative scene. Each needs a full text alternative stating all meaningful relationships, not just “picture of paper”.

**Teach:** read the words, view/hear the full diagram description and identify its additional meaning. Decide whether an arrow, label or changed wording would help the chosen reader. Create a tiny own picture/diagram description and caption. If a peer willingly interprets it, record their actual words; a proposed improvement is still useful without that trial.

**Three routes:** draw and explain an arrow/label; arrange a familiar object and direct an adult's sketch; write/dictate the full no-image description instead of drawing. Every route works on added meaning rather than neatness.

**Worked ordinary contrast:** a flower border can make a page attractive without telling the reader which edge to bring across. A labelled short edge adds a specific spatial clue. An arrow still needs a clear starting point/destination in the complete source.

**Notice and next:** if the learner says “it looks good”, accept the preference and then ask what the reader can find out from it. If the description misses a meaningful position, invite the learner to explain that relationship in their usual way.

**Tiny home offer:** add a useful label to one invented drawing, or say what the label would be.

## 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:** O01/O03

**Useful output:** one meaningful caption/description

**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.