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.
- Review · 3 min. Read cat, pet, sit in mixed order. Let learners point to the middle vowel after saying each sound.
- Hear /ɒ/ · 4 min. Say
on, pot, mopaloud. 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. - 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.
- 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.
- 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?”
- 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.