# Teach one useful reader card

[Two-minute preparation](PREPARE.md) · [Full component bank](ASSESSMENT.md) · [Curriculum boundaries](CURRICULUM.md)

Read a whole ordinary source, collect an own first thought, model a needed relationship, offer one of three routes and keep a useful small product. Actual interaction, independent reading, composition, spelling, handwriting or delivery each needs its own observed evidence. No fixed learning style is diagnosed.

- [Day41 · The tiny clue and the huge claim](teacher/day-41.md)
- [Day42 · Opinions can have useful reasons](teacher/day-42.md)
- [Day43 · Let the source keep its own voice](teacher/day-43.md)
- [Day44 · A picture can shout louder than its caption](teacher/day-44.md)
- [Day45 · First, keep a small piece of your own thinking](teacher/day-45.md)
- [Day46 · Two sources, two jobs](teacher/day-46.md)
- [Day47 · Pick the paragraph jobs before the decoration](teacher/day-47.md)
- [Day48 · A sentence that says exactly what you mean](teacher/day-48.md)
- [Day49 · Make a card worth keeping](teacher/day-49.md)
- [Day50 · Your work tells us what to try next](teacher/day-50.md)

[20ordinary sources and all enrichment](RESOURCE-INVENTORY.md). Choose a full different next offer from the actual gap, not a completion quota.