Proposed codes: AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Read one controlled three-sentence text, tell what each character does, and make a meaningful variation for an audience.
Prepare: Mini-texts F1/F2, variation tiles, three blank retell boxes.
- Retrieve · 3 min. Read dash, shop, chat, hum in mixed order. Ask which words use sh and ch. Briefly re-model one uncertain team.
- Word link and choice · 4 min. Build a n d → and and say its careful sounds /æ/ /n/ /d/. Read can carefully as /kæn/ for blending; allow a natural reduced form when rereading a whole sentence. Offer F1 or F2 as equal text choices. Ask “Which names and activities would you like to read about?”
- Model then independent read · 5 min. Track the first word left to right, then invite the child to decode the text. Listen and record what is independent. Read any remaining words aloud for meaning while recording that support. Do not ask the child to guess from an illustration.
- Meaning and retell · 7 min. Ask “What can the first person do? What can the second do? What do they do together?” Use three blank cards for person one, person two and both together, or use objects or AAC. The text does not say when the activities occurred. Ask which action is said by the print and which detail would be an imagined addition.
- Make and share · 4 min. Learners replace one taught name or action tile, reread the new sentence, and share its meaning with a partner by voice, AAC or pointing. Partner responds with what they understood. Scribe any richer spoken addition separately from the child-read text.
- Exit check · 2 min. Show the fresh sentence Sam can shop. Ask for an independent read and who can shop. Record decoding and meaning separately.
Access routes: one sentence per large or tactile strip, movable/digital tiles, a private or quiet partner, adult-read meaning route, objects and AAC/pointing. The text choice changes context, not the assessed phonics target.