Aim: identify why Card A reports and Card B instructs; notice stages rather than hunting a single keyword. Prepare: Card A/B, source-purpose sorter or text/tactile version. Codes: AC9E4LA03, AC9E4LY03, AC9E4LY05, AC9E4LY04.
- Retrieve · 2 min. From Week 2, recall a report sentence and a viewpoint sentence. Ask which was a claim about the given model, not a real room. Expected: a labelled feature can be reported of the model; actual use is unknown.
- Model · 5 min. Read Card A's first heading and Card B's title/steps aloud. Place
describes the drawingandtells a reader what to doon separate sorter columns. Think aloud: “A has grouped headings plus a limit. B has materials and ordered verbs. Both concern the paper plan, but the reader's task changes the structure.” - Guide · 6 min. Read both cards in chunks. Children identify two clues for each: A has proposed corner/what the drawing tells us; B has what you need/numbered steps. Ask whether “three baskets” alone reveals purpose. Key: no; it can appear in either. A child may point to headings or use tactile strips.
- Choose · 7 min. Give one of Day 11's A/B/C routes. Ask the learner to label purpose, audience and two structural clues. Confer first with anyone who needs the text read; record support.
- Exit · 3 min. “If a visitor wants to make the folded card, which source? If they want to know what the drawing shows?” Key: B, then A. If reversed, reread a verb from B and a heading from A.
- Record · 2 min. Note structure evidence separately from word reading. Invite a short self-read from an appropriate independent book later; do not call Card A controlled reading.