Proposed codes: AC9EFLA09, AC9EFLY01, AC9EFLY04, AC9EFLY06, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Read Get a box. Pack it. as ordered commands after adult permission, recognise capital G, and match each line to a safe object action.
Prepare: class-owned light box, large paper counters, G/Get, Get a box. Pack it. strips, three-step card partly covered.
- Retrieve · 3 min. Read pack, back, sock. Ask what one sound final ck writes. Re-model pack if needed.
- Permission in adult speech · 4 min. Use fictional puppets and say “Can I use the class box after you?” Model “Not yet” and “Okay, I will wait.” Then the teacher explicitly offers a class box. The two printed lines begin only after that offer; no learner must hand over a personal item.
- Capital and word model · 5 min. Show lower g /g/ from earlier lessons beside capital G. “Same letter, new shape at the start of Get.” Blend G e t → Get; use the school's formation cue. Show a as the taught article /ə/.
- Read and act · 7 min. Present Get a box. Pack it. one line at a time. Model first-line tracking, guide Pack /p/ /æ/ /k/ and it /ɪt/, then allow a private or partner-directed enactment with the offered box and safe counters. Ask what it names. Stop marks end each instruction.
- Sequence and revise · 4 min. Swap the two strips. Ask whether Pack it works before we know which class box was offered. Put the original order back and have learners explain in speech, AAC, pointing or objects. Do not score a motor action as independent word reading.
- Exit check · 2 min. Show Get and Pack without objects. Ask for an independent read and which line comes first. Record print and order separately.
Access routes: large/tactile strips, teacher-offered light object or paper symbols, child-directed adult placement, AAC/gesture, quiet rehearsal, typing/tiles. Follow local access and permission policy; no physical passing of a personal item is required.