Codes: AC9E2LY04, AC9E2LY05, AC9E2LE02. Goal: reread a familiar section with phrasing and support an inference from Story A. Prepare: Story A in large print; a separate learner-matched reading text if assessing independent reading.
- Invite · 2 min. Ask: “Why did Rae want to try again? We will listen for words that support our idea.”
- Teacher model · 5 min. Reread the last four story sentences, phrasing at punctuation. Think aloud: “Rae says one try is not enough for ‘always’. I infer Rae wants stronger evidence.” Point to the exact phrase.
- Echo and monitor · 6 min. Show two short sentences from Story A. Read one, invite echo or silent tracking, then ask: “Did that sentence make sense? What would you reread?” Model re-reading rather than replacing an unknown word with a picture guess.
- Paired meaning work · 7 min. One partner selects a story event and the other points to supporting words or describes what the teacher read. Swap. Learners with matched independent texts read a short familiar passage to teacher at a quiet station; record the text and whether phrasing/self-correction occurred. Do not score echoed Story A as independent fluency.
- Preference with reason · 3 min. Ask: “Which moment do you like and why?” Model: “I like when they save their drawings because they can compare tomorrow.” Accept a different text-linked preference.
- Check · 2 min. Everyone completes: “Rae wanted another try because ___.” Focus learners cite one story detail. If answer is unsupported, ask where the text gave the clue next lesson.
Access: adult read-aloud for meaning, enlarged/single-line display for tracking, tactile event cards, AAC choice and partner scribe. Note that read-aloud access changes the reading evidence, not the quality of the idea.