Proposed codes: AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Read the controlled mini-text, retell what happened, and make a short original variation with an explicit audience and stopping mark.
Prepare: Mini-text D, prior word cards, blank three-event strip, sentence tiles Cam / Tom / Sam / Pat / met / sat / let / felt / sad / ran / .
- Cumulative review · 3 min. Shuffle a small set across all taught vowels and consonants: cat, net, ran, dog, leg, fan. Ask for a blend of any two, reteaching a missed correspondence before text work.
- First read · 5 min. Show Mini-text D without pictures. Model only the first sentence's left-to-right tracking, then ask learners to read or follow as you read the rest. Identify exactly which words each learner independently decoded; model any longer word such as felt.
- Meaning model · 4 min. Say: “At first Tom felt sad. Then Cam let Tom sit. At the end Tom sat.” Put three blank event cards in sequence. Ask: “Which sentence tells us Cam helped?” After the words have been attempted, reveal the simple shared-seat sketch.
- Guided retell/variation · 7 min. Partners take turns retelling with cards, actions, speech or AAC. Then choose one change: substitute Sam or Pat for a name; or change the first action to a taught word such as ran. Check that the revised short sentence still makes sense. Adult-scribe any richer idea outside the child-read strip.
- Create for a partner · 4 min. Learners make one decodable sentence with tiles, capital name and full stop, then present it to a partner through speech, AAC or pointing while the partner listens. Ask them to reread or explain what they made. Record whether the student composed or only copied a model.
- Exit check · 2 min. Show Cam let Tom sit. without a picture; ask who helped and how. Take one individual sound–word observation for a learner scheduled for the Day 20 check.
Access routes: One-sentence strips, large or tactile print, teacher-read meaning route for a learner still blending CVC, three objects or drawings for retell, digital/movable word tiles, a quiet partner, and AAC. A teacher-scribed rich variation is valid creative language evidence but is not independent decoding evidence.