# Teacher scripts · ten distinct 25-minute lessons

Keep [learner cards](LEARNER.md) and [adult-read texts](MATERIALS.md) 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](teacher/ASSESSMENT.md). 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](teacher/ASSESSMENT.md) 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.