# Day 49 · Make a tiny report for a real job

## Useful job

Help a reader choose or use a pretend activity space.

## Purpose

Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.

## Ready to enter

Use C17/C18’s supplied responses or a willing familiar person’s nonpersonal answer. A class survey, numeric analysis and public publishing are optional, not prerequisites.

## Kit

C17/C18, chosen first draft, blank page or Reporter Desk brief paper fields.

## Choose a small outcome · 5–8 minutes

Read C17/C18 and choose a reader/job. A child might recommend one activity space or explain a packing preference. Agree a manageable message rather than a required word count.

## Model a plan · 8–12 minutes

Name reader, question, source response, main message and one supporting reason. Group related ideas. Keep exact response words as a quote only if they are actually supplied or permitted; label any invented speech as fiction.

## Draft and rehearse · 10–15 minutes

Children draft one or two short paragraphs or an equivalent spoken/signed/multimodal message. Include a precise topic word, such as ‘folded pocket’, only where its meaning is understood. Rehearse with clear order; volume, pace and pitch are available choices, not an instruction to perform loudly.

## Use feedback · 12–20 minutes

A willing reader says one thing they understood and one question. Children choose a meaningful change or explain why they retained a part. Keep both versions if wanted, with source identity and words intact. Do not auto-rewrite or equate any edit with improvement.

## Finish · 5 minutes

Keep the report and a note about the actual reader test. A written script shows planning; actual delivery and audience interaction require a separate observation. Publishing can mean sharing with one permitted person or keeping a private copy.

## Choose a way to take part

### Build a display

Arrange blank report cards and an optional sketch on a folded stand. A partner follows it and asks one question before the child chooses an edit.

### Speak, sign or dictate

Use usual communication to compose and rehearse. Record the child’s message and support; no recording, camera, account or public sharing is required.

### Write and revise

Make two chosen drafts and explain one change against the reader’s job. Check sentence grouping, tense and selected words after the meaning is established.

## What to notice

Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.

## Curriculum focus

AC9E3LY06, AC9E3LY07, AC9E3LA04, AC9E3LA10

## Home offer

Show a tiny report to one willing person or use a supplied reader question. Make one change that helps; if the first version works, explain what you kept.

## Longer make

Create a portable tiny report stand with a removable first draft and a chosen revised draft. Add a paper pocket for the response source so a teacher can review it.

## Timing and scope

Times are unpiloted offers. Shorten or split while keeping the language job; no required prior fortnight mastery or guaranteed outcome.