Goal: read one accessible controlled strip when taught, monitor its meaning, and use an adult-read functional text without confusing the evidence. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY12. Prepare: D/E, chosen strip covered until ready, broad paper mat/cards, Card 197.
- Oral/print · 3 min. Orally blend a familiar single-syllable word; check the child's actual taught correspondences and high-frequency words before choosing E1, E2 or E3.
- Purpose · 4 min. Display D beside the prepared paper kit as a functional instruction and adult-read it; ask what someone could do with it. Record that this class used the sign only if it actually does, and mark adult reading separately from child decoding.
- Model · 5 min. On a different previously taught short word, sound, blend and reread to check meaning. Do not show the chosen E strip with an adjacent picture.
- Child try · 7 min. If ready, child independently reads one selected E strip, uses its words to construct or describe a broad-paper scene, then rereads if meaning seems wrong. Record exact item, decoding, self-correction, prompting and meaning. If links are not taught, adult reads and child discusses meaning; mark independent reading NOT ADMINISTERED.
- Check · 4 min. Ask whether adult-read D and any child-read E provide the same evidence. If D is displayed and the child has a taught familiar sign word/phrase, invite an independent reading attempt without a picture cue and record that exact span only. Otherwise child points to which text they read and teacher records the distinction. A correct scene built from an adult read is comprehension, not decoding.
- Exit · 2 min. Save the exact sentence/attempt as one possible portfolio sample with date and support; no universal reading level is assigned.