Proposed codes: AC9EFLE04, AC9EFLY09, AC9EFLY02.
Goal: Hear or produce a rhyming pair and show the syllables in a spoken word.
Prepare: Oral rhyme B, picture or object cues for door/floor and sock/rock, two counters per learner. Keep the poem out of student decoding work.
- Recall · 3 min. Ask: “What happened to the kite?” Take two different valid retell routes, such as speech and pointing.
- Read and echo · 4 min. Read Boots by the Door twice. Say: “Listen to the ends: door, floor. They sound alike at the end.” Learners may echo, tap the beat, listen or watch the written pair being highlighted by an adult.
- Model the rhyme test · 5 min. Say “sock, rock” and “sock, mat”. Think aloud: “Sock and rock end alike. Sock and mat do not.” Cover pictures while doing the listening test; then use pictures to confirm meanings.
- Guided practice · 6 min. Offer three oral pairs:
door/floor,sock/rock,door/sock. After each pair, invite a thumbs-up, two-choice card, AAC yes/no or a spoken answer. Invite learners to propose another rhyming word; a playful invented word is acceptable if it has the matching ending sound. - Syllables · 5 min. Say: “A syllable is one beat in a word.” Model
sun(one),puddle(two),rainbow(two). Learners place counters or tap forpuddleandsun. Do not treat two letters as two beats. - Exit check · 2 min. Privately ask: “Which rhymes with sock: rock or sun?” and “How many beats in rainbow?” Record each result separately; do not turn pronunciation differences into a fault.
Access routes: Use quiet oral presentation with clear mouth visibility, optional replay, tactile beat tokens, large picture cards or AAC selection. If a learner cannot access an English sound contrast through hearing, record the limitation of this particular check and co-plan a suitable sound/print route with a relevant specialist. Do not infer ability from the visual choice alone.