Proposed codes: AC9EFLA03, AC9EFLA09, AC9EFLY01, AC9EFLY03, AC9EFLY04, AC9EFLY05, AC9EFLY06.
Goal: Read controlled sign and story print, tell their different purposes, and revise one sentence boundary.
Prepare: sign/story sheet, Stop., Kit got wet. Sam can help. strips, blank response boxes and paired adult messages B.
- Retrieve · 3 min. Mix y, x, stop, help. Ask two learners for a letter/sound explanation and two for a word blend; use a quick model if a link is uncertain.
- Two text purposes · 4 min. Read adult messages B once more. Say “The notice asks for action; Nia's story reports events.” Ask for one detail shared by the two, such as keeping a walkway usable.
- Model controlled reading · 5 min. Show Stop. and Kit got wet. Sam can help. Model tracking the first sentence only. Explain that can help says Sam is able to help; the print does not say Sam already helped. Point to capital names and each full stop.
- Read and discuss · 7 min. Learners read as much as they can from letters, with teacher support for remaining words recorded. Ask “What happened to Kit? What might Sam do? Which line would suit a sign?” Do not let a wet-floor drawing supply the word wet before blending.
- Create a variation · 4 min. Offer taught name tiles Kit / Sam / Val / Jem and got / wet / can / help. Learners make one meaningful sentence with capital and stop. If a proposed order changes the idea, discuss and revise it. An unrestricted oral version can be scribed separately.
- Exit check · 2 min. Show the same two text forms without labels. Ask the child to point to the direction and explain its purpose; then ask them to find a sentence-ending mark. Record both independently.
Access routes: one line per card, large/tactile print, text-only sheet alternative, adult-read message with replay, movable tiles, drawing or AAC for the idea, private reading. Purpose and decoding are different records.