Goal: prepare a short explanation with a beginning, evidence and next idea; read a controlled line independently. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY07. Prepare: sequence mat, ten safe large counters or their tactile/digital equivalent, I can see ten. card.
- Retrieve · 3 min. Orally retell the four boxes with one event in each, real or explicitly fictional.
- Model · 5 min. With ten counters, say “First I guessed there were ten. I paired two groups of five, then counted all. I found ten. I would count again if the group changed.” Tie the claim to the displayed collection.
- Guide · 5 min. Invite a child to point to the evidence in a supplied adult example. Ask which sentence would be a next question rather than a result.
- Print try · 6 min. Show I can see ten. before showing counters. Child blends ten and reads known words at the taught point; then verify whether ten are actually displayed. Do not assess reading from memorising the model sentence.
- Rehearse · 4 min. Child explains a chosen number, drawing or test sample to a private adult or partner using three chosen prompt boxes. Offer AAC, sign, drawing, typing or adult-directed scribing; note exact cues.
- Exit · 2 min. Listener tells what they understood and asks one clarifying question. Tomorrow revise only the part that was unclear.