Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Link f to /f/, blend new CVC words, and model four-sound felt before using a sentence for meaning.
Prepare: f plus prior cards; three/four sound boxes; fan, fit, fin, fog, felt; Tom felt sad. cards; Oral story C for a brief recall.
- Story recall · 3 min. Ask: “How did the children make the fruit trays easier to use?” Accept speech, pointing to prop sequence or AAC. If needed, reread one line aloud.
- Sound and letter · 4 min. Say
fan, fish, dogaloud. Let learners hear /f/ at the start of the first two. Show f, name eff, make a continuous /f/, and model the school-approved formation. Do not ask learners to decode fish. - CVC practice · 5 min. Model f a n → fan; guide fit; ask learners to try fin and fog. Give a one-sentence meaning example for fog after decoding.
- Four-sound model · 7 min. Put f e l t in four boxes. Touch /f/ /ɛ/ /l/ /t/, then sweep felt. Show Tom felt sad. and read it together. Ask: “What feeling is named? How could a friend find out what Tom needs?” Do not make a face picture a cue for the printed word.
- Independent/adjusted practice · 4 min. Learners ready for four sounds rebuild felt and reread the sentence. Others independently blend fan or fit while the teacher reads the longer word; both groups answer the meaning question through an accessible route.
- Exit check · 2 min. Show fin in a fresh order for a blend. Ask for the first sound of f. Record felt separately as modelled, guided or independent.
Access routes: Large/tactile strips, one word at a time, movable counters, optional listening replay, speaking/pointing/AAC for feelings and need, and private rehearsal. Being able to discuss sad after the teacher reads is comprehension evidence, not independent four-sound decoding.