Ten /Prep English lessons · Days 11–20Foundation English · T1 W3–4 · Lesson sequence

Each plan is 25 minutes. The new letter is the focus, not the whole lesson: keep oral language, meaning, and a short review alongside sound–print work. Read adult passages from MATERIALS.md; show only the stated child-reading cards. The ACARA v9 Foundation Year codes are proposed links, not official approval or a claim that one lesson completes an outcome. For each exit check record independent / after model / not yet observed, the actual answer, and the access route.

Week 3 · Day 11 — /k/ written c in ca words

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Recall secure earlier links, connect c to /k/ in ca words, and read a short sentence without picture guessing.
Prepare: Prior m a s t p i n cards; new c/C; three sound boxes; Oral story A; cat, can, cap; Cam sat. cards.

1. Cumulative review · 3 min. Mix the seven earlier lower-case cards. Ask for each common sound; show pin and mat for a quick blend. Make a note of any sound needing re-teaching, then move on without shaming.
2. Adult-read story · 4 min. Read The Market Banner aloud. Ask: “What problem did Nia see?” Take a spoken, pointed or AAC response. Say: “The story is for listening; I will read its long words.”
3. Explain and model · 5 min. Say cat, can, cap without showing print; draw attention to the first /k/. Show c: “The letter name is see. In these ca words it shows /k/.” Show C as the same letter's capital form in the name Cam. Model /k/ without “kuh”. Do not claim c always says /k/.
4. Guided blend · 7 min. Build c a t, touch /k/ /æ/ /t/, then sweep cat. Guide can, then invite cap. Swap last letters so learners notice which sound changed. Use the school formation prompt for c.
5. Meaning and sentence · 4 min. Build C a m. Read Cam sat. together, then remove the model and let learners track it left to right. Show a simple person drawing only after the blend; ask “What did Cam do?”
6. Exit check · 2 min. Show can in a fresh position. Ask for an independent sound-by-sound blend and point to c for its sound. Record both separately.

Access routes: Large/tactile cards, drag-and-drop letters, clear mouth view, quiet rehearsal, finger sweep or AAC sound selection. A correct answer to the adult-read story is comprehension evidence, not proof of decoding.

Week 3 · Day 12 — Short e and a rhyme

Proposed codes: AC9EFLE04, AC9EFLY09, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Hear one clear rhyme pair, link e to /ɛ/, and decode and encode CVC words with e.
Prepare: Adult-read rhyme B, e card, prior letters, three sound boxes, pet, ten, met, net; Cam met Sam. cards.

1. Review · 3 min. Read cat, pin, Sam together. Ask learners to make cat from letters with one changed end sound to form can.
2. Oral rhyme · 3 min. Read Cards at the Gate twice. Ask which pair rhymes, rain/drain or rain/gate. These words are adult-read, not student decoding words.
3. Sound and letter · 5 min. Say egg, end, pet aloud. “At the start of egg I hear short /ɛ/. This e can show /ɛ/.” Contrast the already taught /æ/ in a and /ɪ/ in i with clear mouth models. Name the letter ee; use the school's approved formation cue.
4. Model–guide–try · 7 min. Model p e t → pet in three boxes; guide t e n → ten; ask learners to try met and net without a picture. Respond to an incorrect middle vowel by showing both e and i, saying each sound, then retrying.
5. Spell and connect · 5 min. Dictate pet without print. Learners put one counter per sound, replace each with a letter, then reread. Show Cam met Sam. and ask who met whom after decoding.
6. Exit check · 2 min. Show net and ask for a blend; dictate ten for tiles or writing. Record the independent reading and sound–letter sequence separately.

Access routes: Letter tiles or typing instead of pencil, tactile sound boxes, a two-vowel visual choice plus spoken sound, AAC or pointing to sounds, optional replay of the rhyme. Colour may supplement e/i but cannot be the only cue.

Week 3 · Day 13 — /r/ and changing one sound

Proposed codes: AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Link r to its common /ɹ/ sound, blend words beginning with r, and change one letter to make a new word.
Prepare: r plus known cards; three sound boxes; ran, rat, rim, rip; Sam ran. cards.

1. Review · 3 min. Flash a/e/i one at a time and ask for the short sound practised here. Read net once with feedback.
2. Oral sound work · 4 min. Say run, rain, pet without showing print. Ask which words start alike. In Australian English, demonstrate /ɹ/ naturally; do not force an exaggerated rolled sound.
3. Letter link · 5 min. Show r and say: “Its name is ar. Here it shows the first sound /ɹ/ in run.” Form r with the school's adopted cue. Point to r among n, r, m cards.
4. Blend and switch · 7 min. Model r a n → ran; guide rat; let learners try rim and rip. Change r a n to r a t by replacing only n with t. Ask: “Which sound changed?” Keep printed run/rain as adult-only cue words.
5. Sentence and encoding · 4 min. Read Sam ran. together. Dictate rat; learners segment, place letters, and reread. Invite a quiet/private practice route before any public turn.
6. Exit check · 2 min. Show rip in a new order; ask for a blend and for the first sound. Record decoding and phoneme identification separately.

Access routes: Movable/tactile letters, enlarged word strip, speech/AAC/pointing response, standing or seated letter switch, and teacher-read sentence for meaning when independent reading is not yet ready.

Week 3 · Day 14 — /d/, a capital name and a sentence end

Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLA09, AC9EFLE02.
Goal: Link d/D to /d/, read and spell a regular word, and find the capital and full stop in a sentence.
Prepare: d/D, known cards, three sound boxes; dad, did, dip, mad, sad; Dan ran. cards; Oral story A.

1. Story recall · 3 min. Ask: “What held the market sign up when wind moved it?” Reread the relevant part aloud if needed. This checks listening meaning, not printed word recall.
2. Sound model · 4 min. Say dog, door, map aloud. “Dog and door begin /d/.” Make a clean /d/ without adding “uh”. Show d and D, give letter name dee, and connect both to /d/ in this set.
3. Blend model · 5 min. Build d i d → did. Explain that the same letter can occur twice. Guide dip and dad. Use the school's lower-case d formation model without grading motor speed.
4. Guided change and meaning · 7 min. Learners read mad, change first letter to make sad, and compare the meanings. Say: “A person can feel mad or sad; a feeling is not a wrong answer.” Read Dan ran. after independently blending Dan and ran.
5. Encode and inspect · 4 min. Dictate did with no printed model. Learners write/select d i d. Show Dan ran. and ask for the capital at the start and the stopping dot; note these are print conventions, not phonemes.
6. Exit check · 2 min. Show dip; ask for an independent blend. Ask where Dan ran. ends. Record separately.

Access routes: A card for each sound, tactile/large d versus b-free distractors (do not teach b here), AAC for the feeling choice, and typing/tiles for encoding. A picture of a face may support the meaning after decoding.

Week 3 · Day 15 — Short o; c before o

Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY04, AC9EFLA05.
Goal: Link o to /ɒ/ in the selected words, read co with /k/ + /ɒ/, and understand a short sentence.
Prepare: o, prior c and other cards; three sound boxes; pot, top, mop, cot; Tom sat. cards.

1. Review · 3 min. Read cat, pet, sit in mixed order. Let learners point to the middle vowel after saying each sound.
2. Hear /ɒ/ · 4 min. Say on, pot, mop aloud. Focus on short /ɒ/ in these words for the classroom's Australian English. If a local accent varies, choose a locally clear /ɒ/ cue and record the choice.
3. Letter link · 5 min. Show o; name it oh and model /ɒ/ as its sound in these examples. Contrast a/e/i/o. Use the school's formation cue.
4. Read with care · 7 min. Model p o t → pot, guide top and mop. Revisit c: “In cat, c showed /k/. Here, before o, it also shows /k/.” Model c o t → cot. Do not present city or claim one sound fits every c word.
5. Sentence and meaning · 4 min. Show Tom sat. Capital T was taught earlier. Let learners blend the name, then the action, then say the whole sentence. Ask “What did Tom do?”
6. Exit check · 2 min. Present cot without a picture. Ask for a blend and the sound of o. Record if c needed re-modelling.

Access routes: Individual word cards or an uncluttered digital strip, tactile letters, a mouth-view cue for vowel contrast, pointing/AAC meaning response and a seated or standing action for “sat”. Keep spoken vowel identification separate from card recognition.

Week 4 · Day 16 — /g/ and a problem in a story

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Link g to /g/ in this word set, decode new CVC words, and explain a problem/solution in an adult-read story.
Prepare: Oral story C; g plus known cards; gap, tag, dig, dog, got; Dan got mad. cards.

1. Review · 3 min. Flash c, e, r, d, o and one earlier word pin. Re-teach one uncertain sound briefly if needed.
2. Adult-read story · 5 min. Read The Pantry Trays. Ask: “What was hard to find, and what did the children change?” Let learners respond by speech, AAC or arranging props.
3. Sound and letter · 5 min. Say go, gate, dog aloud. Model the voiced /g/ without “guh”. Show g, its name gee, and the /g/ value used here. Do not ask learners to read go or gate; their vowel spellings are not in this decoding set.
4. Guided blending · 6 min. Model g a p → gap, guide t a g → tag and d i g → dig. Then ask for dog and got. Explain a word's meaning after its blend if unfamiliar.
5. Sentence meaning · 4 min. Show Dan got mad. All letters are taught. After decoding, ask: “What feeling does this sentence name? What could Dan do next?” Accept several constructive possibilities; do not treat a feeling as misbehaviour.
6. Exit check · 2 min. Show dog in a fresh position. Ask for independent blending and an answer to the oral story's problem or solution. Record these as different kinds of evidence.

Access routes: Two or three story props, text-only listening, tactile/large g, movable sound boxes, AAC or a private oral answer. Teacher reading the oral story is expected; it does not count as child decoding.

Week 4 · Day 17 — /l/ and making a sentence

Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY06.
Goal: Link l to /l/, read new words and make one meaningful sentence from taught words with a capital and full stop.
Prepare: l and prior cards; lap, leg, lid, let, log; Pat let Sam sit. cards; blank sentence strip and pencil/tiles.

1. Review · 3 min. Ask for e/i/o short sounds, then blend dog and met. Give immediate feedback.
2. Sound model · 4 min. Say log, leaf, tap aloud; ask which start /l/. Show l, name ell, sound /l/, and use the school's formation cue. Printed leaf is adult-only.
3. Blend model · 5 min. Model l e g → leg; guide lid and lap; ask learners to try let and log. For l, keep the tongue sound continuous rather than saying “luh”.
4. Sentence reading · 7 min. Show Pat let Sam sit. Let learners read each word from its letters, then reread for meaning. Say: “Let means allowed here. Pat made room for Sam to sit.” Draw a shared seat after an attempted read. Ask which word tells what Pat allowed.
5. Create and check · 4 min. Give tiles for Sam, let, Pat, sit, plus full stop. Learners arrange Sam let Pat sit. or a similarly decodable, meaningful variation. Model how the capital begins the name/sentence and the dot closes it. A teacher may scribe an unrestricted spoken idea separately; it is not a child decoding sample.
6. Exit check · 2 min. Show leg out of order; ask for a blend. Ask the learner to show the first word and stop mark on the sentence they made. Record reading and print-concept evidence separately.

Access routes: Large/tactile words, movable or digital sentence tiles, speech/AAC to explain meaning, pencil or adapted input for the dot, and a quiet desk option. Assess the chosen words and order, not the fine-motor route.

Week 4 · Day 18 — /f/, four sounds and feelings in text

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Link f to /f/, blend new CVC words, and model four-sound felt before using a sentence for meaning.
Prepare: f plus prior cards; three/four sound boxes; fan, fit, fin, fog, felt; Tom felt sad. cards; Oral story C for a brief recall.

1. Story recall · 3 min. Ask: “How did the children make the fruit trays easier to use?” Accept speech, pointing to prop sequence or AAC. If needed, reread one line aloud.
2. Sound and letter · 4 min. Say fan, fish, dog aloud. Let learners hear /f/ at the start of the first two. Show f, name eff, make a continuous /f/, and model the school-approved formation. Do not ask learners to decode fish.
3. CVC practice · 5 min. Model f a n → fan; guide fit; ask learners to try fin and fog. Give a one-sentence meaning example for fog after decoding.
4. Four-sound model · 7 min. Put f e l t in four boxes. Touch /f/ /ɛ/ /l/ /t/, then sweep felt. Show Tom felt sad. and read it together. Ask: “What feeling is named? How could a friend find out what Tom needs?” Do not make a face picture a cue for the printed word.
5. Independent/adjusted practice · 4 min. Learners ready for four sounds rebuild felt and reread the sentence. Others independently blend fan or fit while the teacher reads the longer word; both groups answer the meaning question through an accessible route.
6. Exit check · 2 min. Show fin in a fresh order for a blend. Ask for the first sound of f. Record felt separately as modelled, guided or independent.

Access routes: Large/tactile strips, one word at a time, movable counters, optional listening replay, speaking/pointing/AAC for feelings and need, and private rehearsal. Being able to discuss sad after the teacher reads is comprehension evidence, not independent four-sound decoding.

Week 4 · Day 19 — Read, retell and change a tiny story

Proposed codes: AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Read the controlled mini-text, retell what happened, and make a short original variation with an explicit audience and stopping mark.
Prepare: Mini-text D, prior word cards, blank three-event strip, sentence tiles Cam / Tom / Sam / Pat / met / sat / let / felt / sad / ran / .

1. Cumulative review · 3 min. Shuffle a small set across all taught vowels and consonants: cat, net, ran, dog, leg, fan. Ask for a blend of any two, reteaching a missed correspondence before text work.
2. First read · 5 min. Show Mini-text D without pictures. Model only the first sentence's left-to-right tracking, then ask learners to read or follow as you read the rest. Identify exactly which words each learner independently decoded; model any longer word such as felt.
3. Meaning model · 4 min. Say: “At first Tom felt sad. Then Cam let Tom sit. At the end Tom sat.” Put three blank event cards in sequence. Ask: “Which sentence tells us Cam helped?” After the words have been attempted, reveal the simple shared-seat sketch.
4. Guided retell/variation · 7 min. Partners take turns retelling with cards, actions, speech or AAC. Then choose one change: substitute Sam or Pat for a name; or change the first action to a taught word such as ran. Check that the revised short sentence still makes sense. Adult-scribe any richer idea outside the child-read strip.
5. Create for a partner · 4 min. Learners make one decodable sentence with tiles, capital name and full stop, then present it to a partner through speech, AAC or pointing while the partner listens. Ask them to reread or explain what they made. Record whether the student composed or only copied a model.
6. Exit check · 2 min. Show Cam let Tom sit. without a picture; ask who helped and how. Take one individual sound–word observation for a learner scheduled for the Day 20 check.

Access routes: One-sentence strips, large or tactile print, teacher-read meaning route for a learner still blending CVC, three objects or drawings for retell, digital/movable word tiles, a quiet partner, and AAC. A teacher-scribed rich variation is valid creative language evidence but is not independent decoding evidence.

Week 4 · Day 20 — Two-week evidence check

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY06.
Goal: Show current story understanding, sound–letter knowledge, controlled decoding and encoding, then get a precise next teaching step.
Prepare: ASSESSMENT.md, Oral story E, letter cards, three/four sound boxes, blank sentence strip.

1. Set the purpose · 2 min. Say: “This helps me choose what to teach next. You can ask me to repeat a direction. There is no race.”
2. Fresh listening text · 5 min. Read The Missing Brush twice. Learners attend to people, problem and solution. Keep the print in teacher hands.
3. Meaning and retell · 5 min. Ask the assessment's three questions and offer blank event boxes. Accept a spoken, AAC, pointing, acted or drawn sequence; record whether options or content prompts were given.
4. Sound and print sampling · 6 min. Use shuffled taught letter cards and the five unseen CVC words from the assessment. Children respond privately, one item at a time. For a class group, collect written/tile choices now and complete the brief individual blending check during rotations.
5. Encoding and creation · 5 min. Dictate the three assessment words without showing print. Give a blank strip for a short sentence with taught words and a full stop. Feedback after recording should name one actual success and one next move.
6. Close · 2 min. Ask the learner to point to or say a word they can now read. Complete the domain rubric and next-step note after the lesson.

Feasible administration: The 25-minute block collects group evidence. Hear each learner for about 3–4 minutes privately during normal independent-work rotations across Days 18–20; a single teacher cannot individually hear a full class decode 5 words in this one whole-class block. Record access route and prompt level. Do not infer a disability or whole-year attainment from this brief sample.

Access routes: Adult-read story with text withheld, large/tactile letter cards, digital or physical tiles, a quiet check space, extra response time, and speech/AAC/pointing as appropriate. An adult-read word is not an independent decoding score.