Aim and link: Collect a fresh formative sample of route comprehension, word parts and a revised instruction (AC9E3LA05, AC9E3LY05, AC9E3LY06, AC9E3LY10). Prepare: learner Check A separately; teacher key is private.
- Retrieve · 2 min. Ask class to say the four route-card checks: start, action, landmark, finish. Use an old model, not the fresh check map.
- Model · 5 min. On the garden mat, model an unrelated new direction from ENTRANCE to NOTICE BOARD. Think aloud where “on the page” matters. Do not show or rehearse Check A.
- Guided word/text work · 6 min. Quick supported retrieval with
note,route,reader. Identify any untaught code and supply help now; do not tutor Check A's held-out words. - Practice · 7 min. Children choose Day 15 A, B or C for ordinary practice while the teacher rotates one-to-one Check A conferences. Where class logistics permit, learners can complete the written portion independently now and oral items in a later station. Record “not yet observed” for missed children; no rushed whole-class individual fluency claim.
- Explain/revise · 3 min. Ask about a general strategy, not Check A answers: “How can you check a route before giving it to someone?”
- Exit · 2 min. Learner marks one feature to check in tomorrow's text. Privately sort Check A evidence into text meaning, word reading and composition for next groups.