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.
- Review · 3 min. Read cat, pin, Sam together. Ask learners to make cat from letters with one changed end sound to form can.
- Oral rhyme · 3 min. Read Cards at the Gate twice. Ask which pair rhymes,
rain/drainorrain/gate. These words are adult-read, not student decoding words. - Sound and letter · 5 min. Say
egg, end, petaloud. “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. - 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.
- 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.
- 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.