Review a chosen guide, explain a useful change and plan the next teaching from actual evidence.
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 C19
Complete original feedback story: A writer’s first guide says “Look on the page with the kit.” A fictional reader says “I’m not sure which page you mean.” The writer drafts “Open Kit parts on page1.” No second reader response is supplied.
The first comment is not a classroom trial or proof the revision worked.
Complete source C20
Complete original folio pair. First words: “The card has a thing in the middle.” Chosen revision: “The round badge has a square hole in the middle.” Source: the C01 invented badge record. Writer note: “I chose these words to help someone find that drawing.” No independent reader test is recorded.
A revision can show a text-making choice; it does not automatically show independent decoding, spelling, handwriting or successful use.
Six complete teaching moves
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Read C19’s whole feedback story, preserving the absent second-reader result. Invite the child to choose one guide part they made or begin a new C20 version.
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Model the explicit heading/page revision and a separate question about whether it helps the reader. Do not turn the fictional feedback into a real success claim.
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Prepare a short private show/tell only if wanted. Rehearsal and actual delivery/listening/interaction are recorded separately; no forced voice, gaze or public performance.
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A willing actual reader may ask one useful question; exact own words and help are preserved. Children may instead review the complete fictional pair through paper/sign/AAC/dictation.
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Keep first/revised words and the child’s reason. Name anything unobserved. Reserve any future fresh assessment source until after saved first evidence and actually recorded next teaching.
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Choose one next step: clearer detail, better grouping, a more useful pointer, source limit or actual taught word skill. Keep the guide private or share only with local consent.
Three meaningful routes
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Use C19 to explain the pointer change and ask what still needs checking.
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Compare C20’s two full captions against C01 and keep or create your own improvement.
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Choose one own guide part, show it privately in your usual route, and let an adult record your reason without adding one.
At a genuinely taught word point
Individually revisit a genuinely taught word from the selected guide. Unobserved decoding, spelling and joined handwriting remain unobserved; copied forms do not establish independence.
Observe a useful contribution
A source-supported keep/change reason or reader question relates to the stated job; actual interaction/presentation is evidenced only where it occurred.
Next teaching
Use the observed component to choose a complete different next source; offer actual teaching before treating any later attempt as follow-up evidence.
Curriculum opportunity
AC9E3LY02, AC9E3LY06, AC9E3LY07
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.