Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLA05, AC9EFLA09, AC9EFLY08.
Goal: Link t/T to /t/, read at, mat, sat, and understand Sam sat. as a sentence.
Prepare: t/T, a, m, s/S cards, three sound boxes, sentence strip Sam sat.
- Review · 3 min. Ask for the sounds of m, a, s and blend Sam. Respond to errors by modelling then asking for a new try.
- Sound and letter · 4 min. Say /t/ cleanly, without “tuh”. Name
tap, tin, sunaloud. Show t and T and say: “The letter name is tee; both shapes can show /t/.” - Model two blends · 4 min. Build a t and m a t; touch each sound, slide, say at, then mat. Point out that adding m changes the word.
- Guided and independent reading · 8 min. Learners build and read at, mat, sat in mixed order; then track Sam sat. left to right. Say: “A sentence tells an idea. The capital S starts Sam's name. The dot tells us to stop.” Do not decode the punctuation as a sound.
- Meaning and formation · 4 min. Ask: “What did Sam do?” Learners act, say or select “sat”. Form t using the school's formation model.
- Exit check · 2 min. Present mat out of the teaching order and ask for a sound-by-sound blend. Then ask the learner to show where Sam sat. ends. Record decoding and print concept separately.
Access routes: Use large/tactile cards or an accessible left-to-right strip, a seated or standing action for “sat”, pointing/AAC for meaning, and a wide pencil or digital letter move for formation. Do not score motor access as decoding.