Codes: AC9E3LY04, AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. Aim: sample longer-word reading, shared-text comprehension and an audience-ready paragraph without conflating them. Bring: Check B, unseen word-card order, Text B, private reading station.
- Purpose · 2 min. Say: “Show a way you can read, explain and improve. I will name one useful next step for each part.”
- Warm review · 5 min. Together reread garden and check/recheck and recall Text B's headings. These familiar demonstrations are practice, not new assessment.
- Word sample · 6 min. All see
notebook, careful, helpful, recheckin a new order. Quietly hear planned focus learners blend/parse while others work with a partner. Record what was read unaided, which letter pattern/morpheme was prompted and whether meaning was understood. - Meaning and paragraph · 7 min. Read the final Text B paragraph aloud. Ask what appearance cannot prove. Learners then create a short paragraph for a class reader: one observation from actual authorised record or marked fictional practice, plus a limit or next question. Keep any adult transcription and prompt visible.
- Specific feedback · 3 min. Respond to the evidence: “You found the word careful and explained it. Our next reading practice will be the unfamiliar vowel pattern in notebook.” For composition, name a sentence to keep and one useful edit.
- Close · 2 min. Learner chooses one word and one sentence to keep. Teacher records separate word-reading, comprehension and composition decisions; others can be assessed in later stations.
Feasibility/access: a 25-minute class activity cannot give everyone an individual oral reading interview. Use several 3–4 minute quiet checks across Days 8–10 and later; record matched independent text separately. Offer large print, tactile tiles, AAC/dictation and a private audience as appropriate.
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