# Ten Foundation/Prep English lessons · Days 11–20

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](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](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.