Proposed codes: AC9EFLE03, AC9EFLY01, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY13.
Goal: Read mini-text S with ee, answer literal questions and label it imagined rather than an observation of this class.
Prepare: see, bee, seed cards, child mini-text S as two strips, blank event/claim markers, adult procedure C for a brief contrast.
- Retrieve · 3 min. Reblend see, bee, seed, keep. Ask which two letters write one /iː/. Re-model an exact missed item after recording it.
- Name the text type · 4 min. Say “This is an invented tiny scene. We have not seen a live bee or seed in this lesson.” Ask whether the adult dry-container explanation is also an imagined bee story; no, it explains a possible safe setup. Keep both long adult and short child texts distinct.
- Model line one · 5 min. Show Ben can see a bee. Blend Ben /b/ /ɛ/ /n/, see /s/ /iː/ and bee /b/ /iː/. Track spaces, capital B and full stop. Ask what Ben can see in the print.
- Guide and try · 7 min. Show A seed is in a pot. Listen to an independent attempt before one model. Guide seed /s/ /iː/ /d/ if needed. Ask where the seed is in this invented text. Do not reveal a picture first; a learner can make one after reading.
- Meaning and source boundary · 4 min. Ask “Does this print prove a bee is in our room? Does it say what a real cup holds?” Both no. Ask children to place one claim marker under imagined scene and one under adult test explanation; label the source of each.
- Exit check · 2 min. Show A seed is in a pot. on a fresh strip. Ask for an independent read and where the seed is in the story. Record decoded words and meaning separately.
Access routes: one large/tactile/text-only line at a time, quiet listener, digital tiles, AAC/sign/pointing/drawing after print for meaning. No live insect, seed handling or public read is required; adult-supplied words are marked supported.