Codes: AC9E3LY05, AC9E3LE03, AC9E3LY04. Aim: infer Mira's hesitation and self-correct when a statement overreaches. Bring: first two paragraphs of Story A and learner-matched independent reading texts.
- Question · 2 min. Say: “Mira did not move the trays at once. Was she frightened of trays, or worried about someone's work? Let's find the clue.”
- Model rereading · 5 min. Read “If she moved them, would she spoil someone's project?” Think aloud: “The question names a project. I infer she was worried about interrupting it. I don't need to invent a new event.”
- Guided evidence · 6 min. Give two statements:
Mira knew who put the trays thereandMira wondered if moving them would spoil a project. Learners point to evidence or say “not shown”; reveal that Jai's explanation arrives later. Ask how the reader's understanding changes. - Reading station · 7 min. Most learners partner-reread the shared paragraph for meaning; teacher privately listens to 2–3 planned children read a separate matched passage and notes accuracy, phrasing and self-correction. Record title and help. Echoing Story A is not independent fluency evidence.
- New inference · 3 min. Ask why Jai drew a plan at the end. A plausible answer: to remember a better place for the trays, supported by the last paragraph. Accept a distinct supported answer.
- Check · 2 min. Everyone finishes “I infer __ because the story says __.” Sample evidence and inference separately. If the clue is missing, offer a two-line re-read tomorrow.
Access: teacher read-aloud for meaning, text magnification, tactile event cards and AAC response. A learner may show the exact line rather than speak.