Target/codes: relate each individual part to a combined score and identify what joining adds; partial AC9AMUFD01. Prepare: together/turn grids, broad paper row covers, invitation E; any sound clearance record.
- Welcome · 3 min. Ask the learner to choose silent reading, adult-directed tokens or approved optional sound. Covering a row hides its plan; it does not erase the musical part or prove it was muted in real playback.
- Model · 4 min. On a practice meeting score, cover B. Read A at 1,3,5. Uncover B and read each column with both. Say, “The plan adds B in the same places.” If live sound is cleared, one willing maker may realise A alone, then a second joins at the planned places. Let the child choose a familiar reviewed short sound for each part and keep those sources fixed; record what actually occurred.
- Try together · 5 min. Cover A on the turn grid, read B's 2,4,6, uncover A and inspect the previously waiting columns. Ask which line fills those places; a row cover should not become an answer cue on a fresh check.
- Child choice · 7 min. Child makes an own six-place plan, chooses which row a reader first examines, then uncovers both and explains two columns. A willing duo can try the child’s piece one part first, then both, with an agreed steady visible pointer; the child may perform, direct adults or use paper. “Please repeat” and “pass” remain available.
- Notice · 4 min. Preserve individual-line and combined descriptions. If a child confuses an uncovered square with a circle sound, revisit the identity key before comparing texture. Log paper read, heard example or actual sound-making separately.
- Close · 2 min. Child names what the second part adds in their plan. Any real listener's response is quoted only if actually received and locally permitted.