# Day 41 · The tiny clue and the huge claim

**Useful end:** A small game-box claim card naming what one source can tell us.

**Preparation:** Existing suitable blankpaper/marking tool or usual communication is enough. Keep the full ordinary source below ready, selected fresh sources and staff panels separate. Check the learner's actual previous opportunities; teach the named relationship before asking for independence.

### Run the lesson

1. **Own starting thought ·3minutes.** Ask: “The tiny clue and the huge claim. What would you want the next reader to know?” Retain the own first contribution before the worked model.
2. **Read and model ·5minutes.** Complete ordinary source: A pretend game log says: Three players found the start card after a demonstration. The poster says: Everyone can play instantly.

   Worked reasoning: My starter sentence is: In this model, three players found the card after a demonstration. The poster goes further than the log. I would want a different check before saying that everyone can play.
3. **A different guided try ·5minutes.** A different model log says one puppet found a marked drawer once; a sign says no puppet will ever lose a thing. Circle one source-supported detail, then rewrite only the promise.
4. **Choose one useful route ·10minutes.**
   - Route1: Arrange/direct the log and poster into source and claim spaces, then explain one supported sentence.
   - Route2: Make a folded-free game-box card with an own precise caption and room for an open question.
   - Route3: Speak/sign/AAC a two-sentence repair to a faithful scribe, keeping the exact original and own repair.
5. **Look closely ·5minutes.** Look for a detail-to-claim connection; finding a trigger word alone is not enough. If the learner rejects every sentence as opinion, contrast the stated count/event with the universal promise.
6. **Keep a next move ·2minutes.** Keep the first own repair; next teach which people, event and help the source actually names.

**Access and evidence:** Private work, usual speech/sign/AAC, pointing, drawing, directing a faithful scribe or no-object work are available. Rest, decline or return are possible. Record what was actually contributed and the actual help. Adult reading supports meaning; dictation preserves composition but does not demonstrate independent reading/spelling/handwriting. Never fill in a missing reader, event, check or child result.



## Ready resources

[Blank daily sheet](../aids/W01.md) · [Read together](../narration/N01.md) · [Home](../home/H01.md) · [Larger project](../projects/X01.md) · [Reader-card Bench](../bench.html) · [Paper Bench](../BENCH-PAPER.md)

[Selected taught, eligible source/own/staff bank](../ASSESSMENT.md). Keep the actual first contribution before staff models.