Goal: Sample separate new print, listening meaning and an own recount/opinion on unfamiliar material.
Selected scope: AC9E1LY04 / AC9E1LY05 / AC9E1LY06 plus day-specific language/interaction/story/code components in crosswalk. Rich text is adult-read; independent print only after actual local match.
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A fresh small turn · 3 min. Hide ordinary sources/examples/key. Offer one component now/later and usual access. No rehearsal of F characters, ending, words or shapes.
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Fresh matched print first · 4 min. Select eligible F core or ck without assuming Year 1 means that code was taught. Capture reading before help; optionally sample one word’s ordered sounds separately before sound coaching, and use key dictation only if eligible. If neither route fits, mark print not yet sampled and arrange a locally keyed matched alternative; do not count adult readback as decoding.
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Hear the two endings · 5 min. Read exact new F source. Capture one same/different detail or supported unknown, then one own preferred ending/other original idea. These are alternative texts, not two reports of a child’s actual game.
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Create an own short text · 7 min. Before key examples, make an actual written/multimodal recount or opinion through available tools/exact scribing, or an actual oral response. One component can be retained and another offered later. There is no unique correct creative ending or named emotion.
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A later reread · 4 min. After first capture, ask keep/change about actual wording. Preserve first/later and support by component; no false independent handwriting, spelling, decoding or audience result. Use exact key facts for source reasoning only.
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Choose next teaching · 2 min. Unfinished at the time limit means not yet observed. Offer another short sitting. Use the descriptive component rubric for a specific next invitation, not a whole Year 1 score.
Sample: one useful actual component, support and next teaching invitation; no whole-row score or invented player/listener/learner result.
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