# Day 45 · First, keep a small piece of your own thinking

**Useful end:** A first source-based response and one separately recorded next teaching choice.

**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: “First, keep a small piece of your own thinking. 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: Use one eligible fresh source family only after its specific purpose/source-role/claim or quote/picture teaching. Ordinary sources and keys stay separate from the chosen held arrangement.

   Worked reasoning: An unrelated practice character reads a model map key using triangles. The character repairs every real park uses triangles to this model map uses triangles. That practice is ordinary teaching; it is not the child's first check source.
3. **A different guided try ·5minutes.** Read a new own component neutrally. Offer one or four empty fields, a faithful scribe or usual communication; retain the original before showing any model answer.
4. **Choose one useful route ·10minutes.**
   - Route1: Point/direct to the relevant source clause and supply an own statement on equivalent blank space.
   - Route2: Write/draw one own source-and-claim relationship or an appropriate caption without copying a staff response.
   - Route3: Speak/sign/AAC a precise source response; record the actual helper words and selected target scope.
5. **Look closely ·5minutes.** Judge only the chosen taught component. Separate comprehension/composition from actual reading, spelling, handwriting or delivery. An empty or declined response stays open.
6. **Keep a next move ·2minutes.** Select one new ordinary activity from the actual gap; later eligibility is not established merely by the next date.

**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/W05.md) · [Read together](../narration/N05.md) · [Home](../home/H05.md) · [Larger project](../projects/X05.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.