Goal: Explore how a narrative and a procedure on the same invented topic serve different purposes.
Selected scope: AC9E1LY04 / AC9E1LY05 / AC9E1LY06 plus day-specific language/interaction/story/code components in crosswalk. Rich text is adult-read; independent print only after actual local match.
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My reason for a text · 3 min. “Would you like to tell what happened, say what you prefer, or help someone start a pretend story?” Child chooses an own purpose before the adult source comparison.
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Known code to read · 4 min. Use one eligible Day 36 card and build one word from its grapheme map. Point/track exact print without guessing from the scene. Adult reading of rich text remains separately named.
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Meet Text H · 5 min. Adult reads Text H opening and first two steps; contrast with one short Story G event. A procedure tells how to begin; a narrative tells an imagined sequence. Look at heading/steps and verbs in H, not just whether both have pictures. No complete purpose range is claimed.
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Make a text that suits me · 7 min. Child creates a short own imagined recount or an opinion about a game idea. They may also direct a how-to note as additional purpose practice. Cited LY06 evidence is the actual recount/opinion component, not an assumed whole procedure mandate.
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Find a useful feature · 4 min. “Which part helps you know what this text does?” Name one event/order clue or instruction feature. Receive exact descriptions rather than assuming visual access. Own picture/word relation is checked with actual work.
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Keep my choice · 2 min. Retain one actual text-purpose detail and own text if wanted. If types blur, compare one event sentence with one how-to step later, without a compulsory sort sheet.
Sample: one useful actual component, support and next teaching invitation; no whole-row score or invented player/listener/learner result.