Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY04, AC9EFLY05, AC9EFLY10.
Goal: Link n to /n/, read short words with taught correspondences, and explain one sentence's meaning.
Prepare: n plus prior cards, three- and four-sound boxes, Mini-text C. The four-sound words are an extension, not a baseline requirement.
- Review · 3 min. Ask for a and i sounds, then read mat/sit. Give feedback immediately.
- Sound and letter · 4 min. Say
nap, net, sunaloud. Model a continuous /n/ without “nuh”. Show n, give its name en and sound /n/; form it with the school's model. - Blend CVC words · 6 min. Model n a p → nap. Guide p i n → pin. Ask learners to try p a n → pan, and i n → in. Give a brief meaning example after decoding, such as a cooking pan or a pin on a map; no picture guessing.
- Read Mini-text C · 7 min. First model Sam sat. Then show Sam sat. Tim naps. Pat taps. Point out that naps and taps each have four sounds, all represented by letters already taught. Model the extra final /s/ with a fourth box. Learners ready for four sounds may decode them; others independently read a CVC word while the teacher reads the longer words. Ask: “Who is resting? Who is making a tapping sound?”
- Response · 3 min. Learners point to the matching name, act one sentence, draw three simple figures or use AAC. Keep meaning evidence separate from word-reading evidence.
- Exit check · 2 min. Show pin and ask for independent blending. Ask what Tim did, with the text or teacher read-aloud available. Record each domain separately.
Access routes: Large print with generous spacing, one sentence per strip, tactile sound boxes, text-only print, teacher read-aloud for meaning, and pointing/AAC. A learner who hears the teacher read a sentence can show comprehension, but that is not independent decoding evidence.