Proposed codes: AC9EFLA09, AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY10, AC9EFLY13.
Goal: Reread the controlled story, spell a known word, and use ten as a decoded label without turning the English check into a counting score.
Prepare: mini-text S, ten card, ten large counters or marks, Quin / moth / mat / spot tiles, blank evidence strip.
- Retrieve · 3 min. Flash q-u, th and three earlier links; read quit, moth, ten once. Record the exact link still uncertain.
- Word and quantity boundary · 4 min. Blend t e n → ten from letters. Show a board of ten large marks. Say “The printed word says ten. The separate maths lesson checks how we know the board shows ten.” Do not count a picture match as decoding.
- Reread with purpose · 5 min. Child rereads mini-text S, first silently tracking or through an accessible route, then to a chosen listener. Record which words are independent now compared with Day 54. Give a model after the first record if needed.
- Retell and adapt · 7 min. Use blank cards to retell the three printed events. Replace mat with the taught word box on a separate variation strip; ask whether A moth is on it still makes sense as an imagined story. Check the changed word by letters and meaning, then restore original for evidence.
- Spell and inspect · 4 min. Dictate ten with print hidden; learners place/write t e n, then add the word label to their own ten-mark board if relevant. Ask for a capital and stop mark in Quin got a mat. without scoring maths.
- Exit check · 2 min. Present A moth is on it. in a fresh strip. Ask for an independent read and what it refers to in the original story. Record decoding and pronoun meaning separately.
Access routes: large/tactile counters or drawn marks, movable labels, text-only mini-text, private listening, AAC/pointing, typing/handwriting or dictated retell. A child may choose the board format; no fixed style label is assigned.