Build the guide you wanted at the start

Day 39 · Build the guide you wanted at the start

Create and deliberately revise a small useful guide from a complete known source.

Teacher preparation

Use the full source in the learner’s usual communication route. Choose a small useful product; models are teaching help, not independent evidence. Note actual help, model exposure and source version. This is a sequence day, not a dated class calendar.

Complete source C17

Complete original creature-card draft: “This kit have two paper feet. The feet sits on two dots. Find the red mark to start.” The supplied kit record says it has two paper feet, two standing dots and a start mark identified by a triangle, with no colour specified.

The child may choose one edit, keep a separate part with a reason, or ask about the missing colour.

Complete source C18

Complete original box-guide draft: “The badge goes in the box, and the lid rests beside it.” Its source record shows a badge drawn inside the box and a lid drawn to the right of the box. The guide writer wants to describe that picture.

A picture caption is not an actual packing event or proof a lid fits.

Six complete teaching moves

1. Choose an earlier whole source or C17/C18 and name a reader/job. Offer one heading, paragraph, finding clue or connected small guide as a workable finish.

2. Model one C17 source repair or C18 keep/change decision. Keep first words visible and make the reason part of the new version, without claiming a reader result.

3. Plan a small order: name the thing, say the job, give the relevant detail and point to a next part if needed. Child priorities may choose another coherent order.

4. Offer the three routes, with all sources still accessible and genuinely empty own spaces. An adult can handle materials or write exact words while the learner controls meaning.

5. Notice source-supported composition and the chosen edit/keep reason. Separate copying, adult suggestions and own choice; actually attempted reading/writing skills need their own observations.

6. Save a preferred version through paper/manual copy or another locally appropriate method. Future temporary digital fields must openly explain leaving/reload loss.

Three meaningful routes

1. Repair one C17 sentence using the complete kit record and explain the edit.

2. Keep or improve C18’s caption for its intended reader, with a source-supported reason.

3. Use an earlier C01–C16 source and one small guide part; compose through usual communication with exact adult scribing if wanted.

At a genuinely taught word point

Use the school’s actual taught word family selected from the chosen guide. Offer a full model when prerequisites are absent; source correctness is distinct from spelling independence.

Observe a useful contribution

An own text choice, heading or guide part fits its source and reader purpose; a chosen revision or keep reason is meaningful.

Next teaching

If a draft names an unstated fact, return to the exact complete source and revise one useful part together before another own attempt.

Curriculum opportunity

AC9E3LA04, AC9E3LA06, AC9E3LY06

These are partial or conditional opportunities. Adult-read sources do not establish independent reading, handwriting or spelling. Use the full curriculum account and actual school folio.