Aim and link: Notice an ambiguous clue, infer a character's reaction from words, and identify a reader's start/finish (AC9E3LE03, AC9E3LY05, AC9E3LY02). Prepare: Story C, paper token, garden mat.
- Retrieve · 2 min. Ask what helped a reader infer Mira's worry in the opening fortnight. Accept “a clue in the words”; do not retest the old story.
- Model · 5 min. Read Story C to Sol's question. Move a token past the board, then show that two green shapes could fit. Reread the “hot rush” phrase and say, “This suggests a feeling; the passage does not name it.” Finish the story.
- Guided word/text work · 6 min. Compare
garden,tabletop,bookcase: tap spoken parts, point to known spelling chunks, blend only patterns taught locally. Ask what the compoundtabletopmeans. Show the sentence with “green shape”; underline the missing exact landmark. - Practice · 7 min. Children complete Day 11 A, B or C in learner cards. Walk one table's responses: ask “Which words let you decide?” and record whether the child used shared text, pointing or independent reading.
- Explain/revise · 3 min. Invite two different supported feelings for Nia; require the same “hot rush” clue. Revise the class route by naming shade tree. A child may prefer “uncertain” over “embarrassed”.
- Exit · 2 min. Each learner names/marks a start and exact end on their chosen card. Missing either? Begin Day 12 with two labelled anchors.