# Day 42 · Opinions can have useful reasons

**Useful end:** A mini review that owns a preference and keeps a report separate.

**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: “Opinions can have useful reasons. 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: In original fiction, Lio says: I prefer the wide card because my picture has more room. The source also says the card has a wide front face. It gives no result for every person.

   Worked reasoning: Lio prefers the wide face for picture space is an attributed preference. “The source says the card has a wide front” is a description. A reason makes the preference useful; it does not turn it into everyone's preference.
3. **A different guided try ·5minutes.** A different plush character prefers a flat story card because it fits a pretend shelf. Keep the I prefer reason; do not declare all flat cards best.
4. **Choose one useful route ·10minutes.**
   - Route1: Sort two whole sentences by their role and point to the part that supports your choice.
   - Route2: Make a tiny own review with a report line and a clearly owned preference/reason line.
   - Route3: Discuss with a willing listener who may disagree, or direct two fictional voices privately.
5. **Look closely ·5minutes.** Accept a clearly owned preference without demanding a test. If the learner treats every adjective as opinion, compare source-described wide with a character's favourite.
6. **Keep a next move ·2minutes.** Teach attribution or precision for one actual gap; retain disagreement as a possible useful response.

**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/W02.md) · [Read together](../narration/N02.md) · [Home](../home/H02.md) · [Larger project](../projects/X02.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.