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.