What it is. Notes must stand alone once the source and the memory are gone.
Why our test works. Children write single words that mean something only while the memory is fresh, and a week later the page is useless. Testing against a CLASSMATE rather than themselves removes the memory that is doing the hidden work.
Leans on. Lesson 14.
Watch for. Actually swap pages. A child's own verdict on their own notes is always generous.
Write notes you can still use seven days later. The worked example is the one you build on the board: Teacher shows notes that were too thin to use later, then rewrites them so they stand alon The class reads Writing Book 4, p.65 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U6 set 3, U9 set 3: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, building it on the board and leaving it up: Teacher shows notes that were too thin to use later, then rewrites them so they stand alone — full phrases, not single words. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class judges two sets of notes for whether they would still make sense next week. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 4 to page 65 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Rewrite yesterday's notes so a classmate could use them.
You close on the exit direction — Read one line a classmate could follow. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Notes you can still use next week.
Actually swap pages. A child's own verdict on their own notes is always generous.