Proposed codes: AC9EFLA09, AC9EFLE02, AC9EFLE03, AC9EFLY04, AC9EFLY05, AC9EFLY10.
Goal: Read child mini-text S, follow it back to bell, and distinguish adult-story viewpoint from what the printed mini-text actually states.
Prepare: mini-text S as three individual strips, blank event cards, adult fiction A, source mat if useful.
- Retrieve · 3 min. Read bell, Nell, ring. Ask which team ends each word and how many sounds it writes. Note exact uncertainty.
- Adult viewpoint · 4 min. Reread the two sentences in adult story A about Sam wanting to ring and Nell worrying the bell could fall. Ask “Did they think the same thing?” Expect no, with each idea named from the story. Do not ask a child for an analogous personal family event.
- Model the first line · 5 min. Show Sam got a bell. Model tracking, blend bell, identify taught a /ə/, capital S and full stop. Ask what Sam got; the answer must come from print, not a prop.
- Guide and try · 7 min. Show Sam can ring it. Nell can sing. one line at a time. Prompt one missed blend after first independent attempt. Ask “What is it?” Expect the bell from the previous line. Have children put three blank event cards in text order; no picture cue before reading.
- Compare source claims · 4 min. Ask “Does this short print say Nell was worried about a loose loop? Does it say Sam and Nell are cousins?” Both no. These are only in adult story A. Place an adult-story marker and child-print marker without copying the long passage into child reading.
- Exit check · 2 min. Show Nell can sing. on a fresh strip. Listen to one independent read and ask who can sing in the print. Record exact words and meaning separately.
Access routes: large/tactile sentence strips, one line at a time, blank objects after print attempt, quiet private read, speech/AAC/sign/pointing or ordered cards for meaning. Adult-supplied words are marked supported.