Codes: AC9E2LY04, AC9E2LY05, AC9E2LY06, AC9E2LY10, AC9E2LY03. Goal: sample taught word patterns, text purpose/meaning and a clear sentence. Prepare: check B, fresh word cards, both teacher texts, private reading station.
- Set purpose · 2 min. Say: “Show what helps you read and explain. It is fine to reread. I will notice what to teach next.”
- Shared review · 5 min. Together compare a heading and a character line; blend previously taught rain and see. Say these are rehearsals, not the new check words.
- Word sample · 6 min. Everyone works with tray, paint, leaf, green. A focus learner reads or selects each printed word and identifies
ai/ay/ea/ee; note whether consonants or the vowel team needed a prompt. Others practise with a partner while teacher rotates. - Meaning and composition · 7 min. Reread a short part of Text B aloud. Ask: “Where would you find what to collect? Why would you try more than once?” Children then create one sentence for a family adult about a fair paper test; accept writing, dictation or AAC with a recorded transcript. This is comprehension/composition, not independent reading of Text B.
- Feedback · 3 min. State one specific observation and a next step: “You found the materials heading. Tomorrow we will practise explaining why the supports stay in place.” Do not group children by a fixed label.
- Close · 2 min. Learners choose a word or sentence to reread. Teacher marks
independent / after model / not yet observed, the chosen access route and one next teaching move.
Feasible collection: a whole-class 25-minute task does not allow one teacher to hear every learner read privately. Spread 3–4 minute individual word-reading checks across Days 8–10 and subsequent stations. Use a learner-matched independent text for broader reading evidence, with title/version recorded. Assessment separates the constructs.
Rights: Original lessons © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and note changes. ACARA codes retain separate source terms.