Goal: show separate simple ideas with capital letters, spaces and full stops. Codes: AC9E1LA06, AC9E1LA10, AC9E1LY06, AC9E1LY04. Prepare: two sentence strips from the chosen route, blank punctuation tiles.
- Retrieve · 3 min. Ask children to retell one event from The signs that moved, then say a different event. Place a card between the two ideas.
- Model · 5 min. A: read “Sam can pack. Tim can sit.” B: read “Sam can shop. Tim can sit.” Point to the first capital, its full stop, the next capital and its full stop. “Each sentence tells a complete idea; the full stop shows where I pause.” The names are familiar proper nouns with capitals.
- Guide · 7 min. Select a matching Day 18 two-sentence choice. Children cut or point where sentence 1 ends and sentence 2 begins, then answer “Who does what?” from print. Reread with phrasing; do not make speed the target.
- Child try · 7 min. Learner reads the selected choice and composes two different simple ideas about the fictional context, through writing or child-directed adult marks. They reread, check capitals, spaces and two final stops. If only one idea is made, record one complete sentence rather than inventing a second for the child.
- Exit · 3 min. Present an unpunctuated familiar line, A
sam can packor Bsam can shop, and ask the learner to repair initial name capital and final full stop. If a learner only adds punctuation but cannot say the idea, revisit sentence meaning with actor/action tiles.
Access/home/extension: Use tactile start/end tiles and allow an adult to move them at the child's direction. At home mark starts and stops in the provided controlled line; no family writing sample is required. Extension: compare how two separate sentences change actor or action.