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.
- 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.
- Sound model · 4 min. Say
dog, door, mapaloud. “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. - 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.
- 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.
- 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.
- 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.