Useful end: A direct/reported-speech card that keeps speaker, meaning and punctuation honest.
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
- Own starting thought ·3minutes. Ask: “Let the source keep its own voice. What would you want the next reader to know?” Retain the own first contribution before the worked model.
- Read and model ·5minutes. Complete ordinary source: Original fictional speaker Nia says: I found the guide card. Nia does not say the whole game worked.
Worked reasoning: Direct: Nia said, “I found the guide card.” Reported: Nia said that she had found the guide card. Both keep the finding claim. Nia said that the whole game worked changes the claim and is not supported. 3. A different guided try ·5minutes. A different fictional speaker says: I want the picture near the title. Transform that into a reported wish, keeping it a wish. Use the chosen speaker's name instead of an unclear she if needed. 4. Choose one useful route ·10minutes. - Route1: Arrange/direct speaker, quotation and reporting words, choosing which version preserves the exact claim. - Route2: Write or label a two-panel direct/reported card, checking quote punctuation when writing is the selected target. - Route3: Read/tell/sign/AAC the exact source to a faithful helper, then choose an accurately attributed report. 5. Look closely ·5minutes. Do not require tense shift as an absolute rule; choose an appropriate reported form for context. Check that want/found are not silently expanded to approval or success. 6. Keep a next move ·2minutes. If meaning shifts, practise one unrelated wish/report distinction before a fresh component.
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 · Read together · Home · Larger project · Reader-card Bench · Paper Bench
Selected taught, eligible source/own/staff bank. Keep the actual first contribution before staff models.