Aim and link: Gather new evidence of reading a word part, understanding a shared explanation and composing for an audience (AC9E3LY03, AC9E3LY05, AC9E3LY06, AC9E3LY10). Prepare: sealed learner Check B; private teacher key.
- Retrieve · 2 min. Rehearse “example, what changed, what stayed, check” with the 24 306 class example only.
- Model · 5 min. Model an unrelated small quantity, 340 as 3 hundreds +4 tens and 2 hundreds +14 tens; check 300+40=200+140. Do not show the held-out passage or number.
- Guided word/text work · 6 min. Retrieve
reader,grouping,valueand identify which code was taught; no Check B item appears in this lesson or learner practice. - Practice · 7 min. Children choose Day 20 A, B or C while the teacher gathers one-to-one word reading/oral explanation samples. The written Check B can be completed in a quiet later station; record each mode and any prompt. Do not pretend all individual checks fit seven minutes.
- Explain/revise · 3 min. Ask the class to name one way an example and a reason differ. Keep Check B responses private; use them to plan the next teaching group.
- Exit · 2 min. Learner selects a next move: check a word part, locate a reason, or label an equal-value exchange. Mark not yet observed where no individual evidence exists.
Classroom adjustments without losing the idea
Make the plain-text or tactile mats when symbols/colour are inaccessible. Read passage text aloud and separately offer matched independent reading; use an adult scribe, keyboard, large print, low-stimulation seat or AAC for expression, then explicitly teach writing as appropriate. A learner ready for extension can compare two possible readers' interpretations or defend why an exchange keeps the total. Do not make access depend on a diagnosis and do not force partner talk or recording. Local teachers decide which word patterns are already taught and what substitute word to use if not.
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