Codes: AC9E2LE02, AC9E2LY02, AC9E2LY05. Goal: identify character, setting, problem and a reasoned prediction. Prepare: Story A, three blank sequence cards, toy/paper optional.
- Invite · 2 min. Say: “I will read a made-up story about a toy. Listen for who tries something and what changes.” Show the title and ask for a possible problem; mark predictions as guesses.
- Read · 5 min. Read Story A naturally. Pause after “The sheet dipped” and ask: “What might Sol or Rae try? What in the story makes you think that?” Accept gesture, speech, drawing or AAC, then finish without confirming a guess prematurely.
- Model meaning · 6 min. Put three cards left to right. Say: “First the flat paper dipped. Next Rae folded a second sheet. Last they drew the result and planned another try.” Sketch a line on each. Ask: “Who is Rae? Where did this happen?” Point back to exact story sentences.
- Partner retell · 7 min. Pairs order cards and retell with “first/next/last”. Listener asks one question: “How do you know?” Repeat a sentence if needed. Invite a learner to note that one test does not mean “always”.
- Story or report? · 3 min. Say: “Sol and Rae are characters. The author chose events for us to imagine. Later we will read a text that gives directions for a real test.” Ask which detail shows this is a story.
- Check · 2 min. Everyone shows character and problem via card/sentence. Focus learners give one story-supported detail. If a child names the toy beetle as an acting character, reread who made and tested the bridge.
Access: teacher voice plus print for those who want it; quiet spot, tactile sequence objects, enlarged cards, AAC, home-language retell with suitable adult support. Record story understanding separately from English word reading.