Aim: organise source-supported topic, detail and limit for a reader, using one meaningful complex sentence. Prepare: F/G, blank planner; Day 20 card remains closed. Codes: AC9E4LA04, AC9E4LA06, AC9E4LY06, AC9E4LY05.
- Retrieve · 2 min. Ask for the three planner boxes. Key: main idea, evidence/detail, limit or question.
- Model · 5 min. Think aloud and write a short paragraph: “The reading-corner drawing proposes a shelf, mat and lamp symbol. The top-view puts the mat near the middle, while the side-view puts the shelf below a drawn window. Because neither view gives a scale, we cannot conclude that a real reader could reach the shelf.” Underline F-backed details and the dependent clause. Do not include G's preference as established fact.
- Guide · 6 min. Revise “The corner is perfect and everyone can use it” into a grounded claim plus question. Sample: “The model marks a path to the mat. How wide would a real path need to be?” Teach
whileas contrast between two views, not a claim they were observed. - Choose · 7 min. Day 18 learner route: paragraph, two-panel audio/AAC plan, or labelled tactile sequence. Require a source-supported detail, connective and limit; punctuation is feedback, not the only evidence of meaning.
- Exit · 3 min. Ask reader to point to the sentence that marks uncertainty. If none, add one; if the sentence says a real outcome, change it to a question.
- Record · 2 min. Save first and revised sentences to show the child's editing decision; keep records private.