Learner: “What changes for Mira? Show me the moment you noticed.” Read A once for enjoyment before annotating. Let learners choose the moment that matters to them. Model literal action at A1 and inference at A2 using one exact phrase; do not assign a moral. Guide a beginning/turn/ending retelling with the story open. Exit: an actual change plus one source detail. If story access is not ready, supply the full literal reading and revisit later.
- 21A — Event strip: Choose three A moments and make three short captions or spoken/AAC entries in their order. Teacher asks “What happened between these two?” Notice cause versus a list of objects; if a causal link is missing, reread the intervening paragraph and compose one connection. Adult can move cards according to child decisions; adult sequencing is not child sequencing.
- 21B — Character window: Select A2, A4 or A6; make a two-part note: what Mira does, what she may think. Teacher asks which words support the second part. Notice a plausible inference versus invented certainty; next teach a separate ordinary actor/narrator example if needed. Choosing not to infer beyond the text is valid.
- 21C — Reader's turning point: Choose whether A3, A4 or A5 is the strongest turn, or name another. Explain how the ending would differ without it. Teacher keeps the text visible, asks a neutral “Which later part relies on it?” Notice an actual causal argument; next compare two ordinary turns without insisting on a single correct paragraph.