Choose an edit for your readerYear 2 English · T2 W11–12 · Lessons / Day 59

Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Day 59 — Choose an edit for your reader

Child invitation: “Pick one little change that makes your guide or story work better.”

Prepare: the child's own earlier guide/story if they want to reuse it; otherwise a genuinely empty fresh page. Keep selected versions separate from adult examples. Offer a before/after record and seven optional Bench jobs rather than requiring every box.

Teach: choose a reader/job, then one edit: an unclear reference, missing step relationship, helpful picture label, complete-clause connection, precise topic word or meaningful story adaptation. Keep both selected versions and the child's reason. Invite an actual willing reader response if useful; never label a self-check as a peer trial or fabricate satisfaction. A clear unchanged passage may stay unchanged.

Three routes: edit one paper card and dictate why; change a chosen digital field and select a version; direct an adult to make one exact alteration to a drawing or story line. The learner owns the decision.

Worked ordinary contrast: replacing “thing” with “folded stand” can identify the intended object when that is what the original draft means. It is not automatically an improvement if the intended object is different. Evidence comes from the whole chosen context.

Notice and next: if the learner edits only decoration, accept the design choice and offer a separate meaning question. If the adult supplied the complete wording, record it as adult help and offer another opportunity for an own choice.

Tiny home offer: share a chosen piece privately with a willing person or keep it to yourself. No upload, photo or return expected.

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: O08 or own empty start

Useful output: one selected edit and reason

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.

• Complete printed script
• Blank own worksheet