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Day 13 — /r/ and changing one soundFoundation English · T1 W3–4 · Day 13 lesson

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Foundation / English / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

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.

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