Proposed codes: AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY08.
Goal: Link p/P to /p/, read pat, tap, map, and encode tap from spoken sounds.
Prepare: p/P, a, t, m, s cards, three sound boxes, word cards and writing/letter-tile route.
- Review · 3 min. Read or build sat and mat with the group. Ask which sound changed.
- Sound and letter · 4 min. Say /p/ cleanly without “puh”. Name
pan, pin, moonaloud. Show p and P, naming the letter and the /p/ sound. - Model blending · 4 min. Build p a t. Touch /p/ /æ/ /t/, slide to pat. Show Pat and explain the capital begins a person's name. Children read the sounds before seeing a person drawing.
- Guided practice · 8 min. Build, shuffle and read pat, tap, map. Then read Pat sat. together. Ask “Who sat?” Point to the name, not a picture clue.
- Encoding · 4 min. Say tap without showing print. Model three counters for /t/ /æ/ /p/. Learners choose or write the three letters in order; then reread what they made.
- Exit check · 2 min. Show map and ask for a blend. Dictate tap with tiles or writing; record read and spell evidence separately, including any prompt.
Access routes: Touch or drag letters, use high-contrast cards, write with an adapted grip, or select the three graphemes through AAC. A pointing response to the meaning of map is useful vocabulary evidence but does not replace the sound-by-sound reading check.