Goal: sample independent reading/encoding and a fresh oral retell for next teaching. Codes: AC9E1LY04, AC9E1LY05, AC9E1LY06, AC9E1LY11. Prepare: Day 15 student check face down; Day 15 practice choices for after the check; teacher recording sheet.
- Retrieve · 3 min. Children review
sh/ch/st/ndwith four known tiles. Do not preview the held-out items. - Model · 5 min. Demonstrate the response process with known
ship: say sounds, map tiles, blend, check meaning. State that the next card is a new sample and that a child may ask for the access method they use in class. - Guide · 7 min. Read an already known controlled line together, then practise a first/next retell of The signs that moved. Do not read the held-out microstory yet.
- Child try · 7 min. Give the student check. Rotate through focus learners: two unseen printed words, one dictated word, a new sentence read for meaning. Others use one Day 15 practice choice after their check; avoid coaching the scored response.
- Exit · 3 min. Read the new microstory aloud and take a first/next response from focus learners; other learners place two event cards for later review. Mark independent/prompted/not observed by subskill. Choose the exact next lesson from teacher key, not a total reading-level label.
Access/home/extension: If stamina or timing prevents individual checks, complete the remaining focus learners later the same day using the same secure card and note the interval. Home practice occurs after the check, never as advance rehearsal. Extension: a child asks one evidence-based question about the microstory.