Proposed codes: AC9EFLE02, AC9EFLY02, AC9EFLY05, AC9EFLY10.
Goal: Name a character, tell one event, and count the words in a spoken sentence.
Prepare: Oral text A, three blank event cards, five counters per learner. No student reading is expected.
- Welcome and goal · 2 min. Say: “I will read a story. Your job is to listen for who is in it and what changes. The words on my page are my job today.” Offer a quiet listening place or a seat near the reader.
- Read aloud · 5 min. Read The Kite at the Door once, with natural expression. Pause before “Bo brought a ruler” and ask: “What might help them reach the kite?” Accept a gesture, spoken thought or AAC choice; then finish the story.
- Model a retell · 5 min. Place three blank cards left to right. Say: “First, the kite moved toward the puddle. Then Asha and Bo reached it with a ruler. Last, they dried it and drew a sun.” Draw one simple mark on each card. Clarify that a guess and something the story actually said are different.
- Guided and partner retell · 6 min. Reread the story. Ask: “Who helped? What was the problem? How did they solve it?” Learners order three sketched cards, point, act, speak or use a communication board. Invite a partner to listen without correcting the speaker mid-sentence.
- Spoken-word model · 4 min. Say, without showing print, “Bo brought a long ruler.” Move one counter for each word; model five counters. Repeat slowly without stretching syllables. Learners move their counters as you say the sentence again.
- Exit check · 3 min. Let everyone identify one character and move one counter per word for “Asha drew a sun” (four words) at their own place. Closely observe two or three planned focus learners; record their story response and word count separately, with any prompt or access route. Rotate the focus roster on later days, or use a quiet station check for a learner whose independent response was not visible. If the word count is uncertain, repeat the whole sentence once; do not mark a prompted or copied response as independent.
Access routes: Read aloud live or play a teacher-made recording while showing the original text to an adult/support person; use three simple tactile objects for the event cards, a large-print sequence strip, picture pointing or AAC for retelling. These routes assess story meaning. Physical counters, taps or an accessible on-screen counter can represent spoken-word boundaries.