Proposed codes: AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Read one controlled mini-text, retell its events, and make a short original variation for a partner.
Prepare: Mini-text D1 and D2, three blank event boxes, word tiles Bob / Val / Jem / Zak / Kit / hid / ran / got / wet / had / fun / .
- Cumulative review · 3 min. Sample bat, sun, hid, kit, van, wet, jam, zip in mixed order. Ask each learner to blend two; re-model a missed vowel or consonant before connected reading.
- Choose a text and read · 5 min. Offer D1 or D2 with the same goal, not a “strong” and “weak” label. Learners choose by interest. Model left-to-right tracking on the first word, then listen to what they independently decode. Read any remaining words aloud for meaning, noting the difference.
- Retell model · 4 min. On three blank cards, model person → action → result. Ask: “Who hid? Who ran? Who got wet?” Keep the card drawings covered until after a decoding attempt so they support meaning rather than guessing.
- Guided retell and change · 7 min. Learners order three cards, then swap one taught name or action tile to make a new, meaningful sentence. Check the change against the printed letters and the idea. Adult-scribe any richer spoken ending on a separate strip that is not used as a decoding score.
- Create and share · 4 min. Learners assemble a sentence with a capital name and full stop, then read or explain it to a partner via speech, AAC or pointing. Partners listen and say what happened; do not require public performance or eye contact.
- Exit check · 2 min. Present a fresh sentence Kit had fun. using taught words. Ask for an independent read or record which words were decoded, then ask who had fun. Record reading and meaning separately.
Access routes: Large or tactile one-sentence strips, teacher-read meaning route, movable/digital word tiles, three simple props, quiet partner, speech/AAC/pointing. Choice is of story context and response format; the learning target remains the same.