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.
- Review · 3 min. Flash c, e, r, d, o and one earlier word pin. Re-teach one uncertain sound briefly if needed.
- 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.
- Sound and letter · 5 min. Say
go, gate, dogaloud. 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. - 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.
- 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.
- 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.