Keep learner cards and adult-read texts alongside this script. Daily rhythm is 2 minutes retrieve, 5 model, 6 guided code, 7 choice practice, 3 explain/revise, 2 exit. The named line is a default to audit against each learner's taught code. Show unfamiliar adult-read text only as a shared text. Mark whether a child read, listened, copied, dictated or used AAC. Accept a meaningful response in any accessible mode; preserve the distinction in the record. Days 15 and 20: a teacher sees a few focus learners in the choice period and continues private checks in later stations; one teacher cannot collect all individual 4–6 minute checks in seven minutes.
Day 11 · A story needs a start and destination
Target: Say why Kit's first instruction failed and build a route with a start and end. Prepare: Story C and mat; star/circle/square/arch tokens. 2 retrieve: “Last week, how did Text B's steps help someone test a paper span?” Accept a named detail, not speed. 5 model: Read Story C aloud, pause after “Go to the shelf”; put token at star, show two possible shelves and think aloud, “I cannot choose from that clue.” Finish story. 6 code: Audited print line way · rain · see; say/segment/blend and write day. Word meanings follow decoding. 7 choice: Offer Day 11 A/B/C, record which mode was chosen. 3 explain/revise: Ask child to name story character, setting, problem, and one reason for preference; revise a vague class-made route with a start. 2 exit: On blank paper, child names or marks start/end. If absent, model two anchors tomorrow. Links: AC9E2LE02, AC9E2LY02, AC9E2LY05, AC9E2LY10.
Day 12 · The verb tells the token what to do
Target: Replace vague movement with pass, turn or stop. 2 retrieve: Put a token at star and ask which direction the story specifies at square. 5 model: Adult rereads revised instruction; move token and contrast “go” with “turn towards the arch.” 6 code: wait · stay · team; write wait. If a spelling is untaught, replace the entire line with matched code. 7 choice: Day 12 A/B/C. 3 explain/revise: Partner hears directions without seeing the drawn arrow; writer adds the missing action, without treating partner confusion as failure. 2 exit: Child says or chooses one precise verb for a turn. If still “go”, give a two-verb choice next lesson. Links: AC9E2LA09, AC9E2LY02, AC9E2LY06, AC9E2LY10.
Day 13 · A heading helps us find the step
Target: Find a step in information text D and label a fictional map in words and shapes. 2 retrieve: Sort “story” and “how-to” purpose orally. 5 model: Adult reads text D, points to headings Prepare, Write, Test and revise; ask which heading helps someone change an unclear note. 6 code: main · leaf · bee; write leaf. 7 choice: Day 13 A/B/C. 3 explain/revise: Child locates a relevant heading by pointing, AAC or spoken label, then adds a word label beside a map shape. 2 exit: “Which heading would you return to, and why?” If heading navigation is unclear, give two heading cards tomorrow. Links: AC9E2LA03, AC9E2LA05, AC9E2LY03, AC9E2LY10.
Day 14 · Test one reader, then revise
Target: Revise a paper route after observing a pause. 2 retrieve: Recall the story's second reader idea. 5 model: With text D, adult reads an ambiguous route, moves token to an unintended shelf, then rewrites “stop at the arch return shelf.” 6 code: sail · pay · feet; write sail. 7 choice: Day 14 A/B/C; no child must navigate a physical place. 3 explain/revise: Ask partner, “Where did you pause?” Record one change to words or label. Avoid promising a universally clear route from one trial. 2 exit: Child names the changed clue and expected benefit. If change is cosmetic, model a landmark-specific change. Links: AC9E2LY02, AC9E2LY05, AC9E2LY06, AC9E2LY10.
Day 15 · Check a fresh route
Target: Show what can be done without a rehearsed route; evidence is formative. 2 retrieve: Rehearse the four route verbs with motions or AAC. 5 model: On the class mat, model a new example using circle then arch; do not show the held-out card. 6 code: Practice line rail · lay · meet; write rail only after audit. 7 choice: Learners use Day 15 A/B/C while teacher sees individuals for the held-out Day 15 check. Reserve its words and route from all practice. 3 explain/revise: Invite one general strategy: name start, landmark, action, end. 2 exit: Learner chooses one clue to check in their own route. Use teacher key to plan a group next lesson; no ranking. Links: AC9E2LY02, AC9E2LY06, AC9E2LY10.
Day 16 · Group and label the example
Target: Find the example and the reason in information text E. 2 retrieve: Ask what a label did for a map; transfer to a count drawing. 5 model: Adult reads text E; place three paper bundles of ten and six singles (or one drawn representation), and point to 30+6=36. Explain that text E is adult-read. 6 code: seed · bead · need; write seed. 7 choice: Day 16 A/B/C. 3 explain/revise: Ask which sentence gives the number example and which explains why groups help; accept a pointed location. 2 exit: Child marks tens or ones beside two types of drawing. If confused, use a ten-frame or actual tags next time. Links: AC9E2LA03, AC9E2LY05, AC9E2LY06, AC9E2LY10.
Day 17 · Two drawings, one total
Target: Explain why regrouping changes parts but not whole. 2 retrieve: Rebuild 36 as 3 tens and 6 ones. 5 model: Open one ten bundle; count 2 tens +16 ones and draw both; say, “No tag left or arrived.” 6 code: rain · way · beak; write bead. 7 choice: Day 17 A/B/C. 3 explain/revise: Child completes “It is still 36 because ___” orally, in writing, with counters or AAC, using the unchanged-total reason. 2 exit: Ask whether 20+16 is still 36 and what to check. If unsure, count and pair individual tags tomorrow. Links: AC9E2LA06, AC9E2LY02, AC9E2LY05, AC9E2LY10.
Day 18 · Write a reason for a reader
Target: Link two complete ideas with so or because in a short explanation. 2 retrieve: Compare an example (20+16) and a reason (no tag removed). 5 model: Adult writes “We opened a ten, so there are more singles.” Underline two ideas; check total separately. Do not require this sentence as independent decodable reading. 6 code: keep · stay · team; write keep. 7 choice: Day 18 A/B/C. 3 explain/revise: Child dictates or writes one clear sentence for a classmate, then adds a label/drawing if it helps. 2 exit: Teacher asks what action changed the parts. If child states a changed total, rebuild with tags. Links: AC9E2LA06, AC9E2LA09, AC9E2LY06, AC9E2LY10.
Day 19 · Rehearse for someone else
Target: Present an explanation in an order a listener can follow. 2 retrieve: Name the audience: a classmate who was away. 5 model: Adult gives a confusing order then a clearer order: original count, changed parts, unchanged total, reason. Vary pace and point to each drawing. 6 code: pail · bee · leaf; write pail. 7 choice: Day 19 A/B/C. 3 explain/revise: In a willing pair or privately to adult, child explains with mat and revises after one neutral question. Allow AAC or recorded-by-adult response; no mandatory audio recording. 2 exit: Ask which sentence helps a listener check the total. If omitted, cue “How could I check?” Links: AC9E2LY02, AC9E2LY05, AC9E2LY07, AC9E2LY10.
Day 20 · Check a fresh explanation
Target: Demonstrate explanation and code on unfamiliar material. 2 retrieve: Review “example / reason / check” using the familiar 36 example. 5 model: Show a fresh but non-assessment count of 15 as ten plus five; write one label and reason. 6 code: Practice line gain · say · feet; write say after local audit. 7 choice: Day 20 A/B/C while teacher conducts the held-out Day 20 check with a different count and words. 3 explain/revise: Learners share one way to make an explanation easier to follow. 2 exit: Self-select one next step: checking a word, labelling a drawing, or saying why the total stayed. Use teacher key for next teaching; do not infer Year 2 achievement from this brief block. Links: AC9E2LA03, AC9E2LY05, AC9E2LY06, AC9E2LY10.
Adjustment that preserves the aim
For each day, children may move a paper token, point, use large-print/tactile symbols, speak, draw, type or use AAC. Provide a low-stimulation individual route and read aloud the literature/information. Give more time to a child who needs it, then record the support and actual evidence. A child who already masters the code may explain why a particular label removes ambiguity or compare two explanation structures; avoid simply adding longer copying. For an untaught spelling, use a locally checked alternative and identify that replacement in the record. Never diagnose a learner or claim one modality works for all children with a label.