Proposed codes: AC9EFLE02, AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY12.
Goal: Blend spot with two starting consonants, read the controlled Quin/moth mini-text, and retell only its stated events.
Prepare: mini-text S, four boxes, spot card, three blank event cards.
- Retrieve · 3 min. Read moth, thin, Quin in mixed order. Ask which word has th at its end. Note whether q-u still gives two sounds.
- Oral anticipation · 4 min. Say “A moth can be in an imagined story. We have not observed a real one here.” Ask where a character might notice something; accept fictional ideas without treating them as facts.
- Model adjacent sounds · 5 min. Say spot /s/ /p/ /ɒ/ /t/ into four boxes, then reveal s p o t. Touch s and p separately; do not teach sp as one sound.
- Read the mini-text · 7 min. Show Quin got a mat. A moth is on it. Quin can spot it. Model tracking on the first name, guide one missed blend, then listen to what children read independently. Use a /ə/ and is /ɪz/ as taught; read can carefully for blending, then naturally. Do not reveal a moth drawing before decoding.
- Retell and check · 4 min. Learners place three blank event cards for Quin getting a mat, a moth on it and Quin noticing it. Ask “Does the print say where the mat is?” No. Any further detail is an imagined addition, not a decoded fact.
- Exit check · 2 min. Show spot without the story. Ask for an independent four-sound blend and which two consonants begin it. Record both.
Access routes: one sentence per large/tactile strip, four counters, plain-text story, blank props only after print attempt, quiet reading, speech/AAC/pointing for retell. Adult-supported words are marked as supported.