Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY06.
Goal: Link l to /l/, read new words and make one meaningful sentence from taught words with a capital and full stop.
Prepare: l and prior cards; lap, leg, lid, let, log; Pat let Sam sit. cards; blank sentence strip and pencil/tiles.
- Review · 3 min. Ask for e/i/o short sounds, then blend dog and met. Give immediate feedback.
- Sound model · 4 min. Say
log, leaf, tapaloud; ask which start /l/. Show l, name ell, sound /l/, and use the school's formation cue. Printed leaf is adult-only. - Blend model · 5 min. Model l e g → leg; guide lid and lap; ask learners to try let and log. For l, keep the tongue sound continuous rather than saying “luh”.
- Sentence reading · 7 min. Show Pat let Sam sit. Let learners read each word from its letters, then reread for meaning. Say: “Let means allowed here. Pat made room for Sam to sit.” Draw a shared seat after an attempted read. Ask which word tells what Pat allowed.
- Create and check · 4 min. Give tiles for Sam, let, Pat, sit, plus full stop. Learners arrange Sam let Pat sit. or a similarly decodable, meaningful variation. Model how the capital begins the name/sentence and the dot closes it. A teacher may scribe an unrestricted spoken idea separately; it is not a child decoding sample.
- Exit check · 2 min. Show leg out of order; ask for a blend. Ask the learner to show the first word and stop mark on the sentence they made. Record reading and print-concept evidence separately.
Access routes: Large/tactile words, movable or digital sentence tiles, speech/AAC to explain meaning, pencil or adapted input for the dot, and a quiet desk option. Assess the chosen words and order, not the fine-motor route.