Goal: hear a simple information text and separate a general instruction from a particular result. Proposed codes: AC9EFLY01, AC9EFLY05, AC9EFLY04. Prepare: adult information B, two child lines It can roll. It can stop., and the actual class-test record if an approved test occurred.
- Retrieve · 3 min. Children place “I think” then “I saw” on the mat and name the difference.
- Listen · 5 min. Read information B twice, with adult print hidden from decoding work. Ask, “What should our record match?” Expect what was actually noticed; an uncertain result is allowed.
- Model · 4 min. Say “Some objects can roll” is a general statement; “Our cup stopped at this mark on Tuesday” needs a real dated record. Use a clearly labelled fictional example if no class test exists.
- Guide · 5 min. Give two oral statements, one a plan and one a result. Children place each by the matching mat box, then say what could make the result more trustworthy (another safe try, same setup, accurate record).
- Print try · 6 min. Show It can roll. It can stop. one sentence at a time. Ask for independent blend of roll /r/ /ɒ/ /l/ with ll representing one /l/ in the taught word, and stop /s/ /t/ /ɒ/ /p/. Count two sentences by the two dots. Do not claim these sentences describe the class object without checking.
- Exit · 2 min. “Can I copy Nia's story result into our real class chart?” Expect no. Keep source confusion for a small reteach group.