Proposed codes: AC9EFLA09, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Choose two genuine samples, fix one sentence boundary and explain one strength and one next step to a listener.
Prepare: learner's verified information page, controlled story revision, earlier sound/word notes, page/portfolio mat.
- Retrieve · 3 min. Give a private two-word check from pond, swim, box, fish, a, is, sh, ch according to the learner's previous note. Record exact reading, not a generic “good”.
- Teacher edit model · 4 min. Show kit got a box as a deliberately unedited strip. Say “Kit is a name. At the start I need capital K and at the end a full stop.” Change it to Kit got a box. and reread. The lower-case word kit remains decodable before correction.
- Child edit · 5 min. Give jem got a hat with the same two missing features. Ask learner to correct it with tiles, typing or pen; if unable, model after recording and retry. Ask what the marks help a reader see.
- Portfolio rehearsal · 7 min. Lay out one Day 44 information page and one Day 47 story/revision, with dates or learner codes. Ask “Which page shows a checked fact? What changed in the story? What can you read now? What will you practise?” The learner chooses the audience: teacher, partner or approved private recording.
- Partner/listener check · 4 min. Listener repeats one understood strength and one next step. If the adult supplied an answer, record it as support. Do not rank learners publicly or compare family experiences.
- Exit check · 2 min. Present Sam got a box. and ask for an independent read plus the capital and ending mark; then ask learner to select a specific next word/link to practise. Record both.
Access routes: actual dated work or coded facsimiles, large/tactile print, AAC, drawing/objects, quiet conference, typed/handwritten edit or adult scribe with exact support noted. The child need not perform for the whole class.