Ten /Prep English lessons · Days 21–30Foundation English · T1 W5–6 · Lesson sequence

Each lesson takes 25 minutes. Read adult passages from MATERIALS.md and present only that day's controlled child-reading cards. ACARA v9 Foundation Year codes are proposed links, not official approval or a claim that one lesson completes an outcome. On a simple roster grid, record the exact exit response plus independent / after model / not yet observed and the access route.

Week 5 · Day 21 — /b/ and a useful map

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Recall the secure earlier letters, link b/B to /b/, decode new CVC words, and answer one question about an adult-read story.
Prepare: Earlier letter cards, new b/B, three sound boxes, Oral story A, bat, bed, bin, bag; Bob sat. cards.

1. Cumulative review · 3 min. Mix m, a, s, t, p, i, n, c, e, r, d, o, g, l, f; sample five links across vowels and consonants. Read dog and fin once. Note rather than hide uncertain links.
2. Adult-read story · 4 min. Read The Map at the Stop. Ask: “What did the visitor need to find?” Say: “I read the long story words; you listen for the idea.” Accept spoken, pointed or AAC responses.
3. Sound and letter · 5 min. Say bag, ball, sun without showing print. Listen for /b/ at the start of the first two. Show b and B: “The letter name is bee. Here it shows /b/. Capital B starts the name Bob.” Use the school's approved formation cue; do not add “uh” to /b/.
4. Model–guide–try · 7 min. Build b a t → bat, touch each sound, sweep and say the word. Guide bed, then ask for bin and bag. Compare first sounds of bag and previously taught tag.
5. Sentence and meaning · 4 min. Build B o b, then show Bob sat. Read the name from its letters, read the action, and ask “What did Bob do?” Use a simple figure picture only after the blend.
6. Exit check · 2 min. Show bin in a fresh position and ask for an independent blend. Ask the sound of b. Record reading and link separately.

Access routes: Enlarged/tactile cards, movable or digital tiles, a quiet private turn, mouth view, AAC sound selection, and adult-read story with props. A story answer is meaning evidence, not independent printed-word evidence.

Week 5 · Day 22 — Short u and an oral rhyme

Proposed codes: AC9EFLE04, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12.
Goal: Hear a rhyme, link u to /ʌ/ as in up, and blend regular words with the new vowel.
Prepare: Oral rhyme B, u and prior cards, three sound boxes, up, sun, mud, bug, run, fun; Bob dug. cards.

1. Review · 3 min. Flash a, e, i, o and b. Ask for the sounds practised so far, and blend bag once.
2. Oral rhyme · 4 min. Read Ball in the Hall twice. Ask which words end alike: wall/ball or wall/door. The poem is adult-read; no child decoding of its print.
3. Sound and letter · 5 min. Say up, under, sun aloud. Focus on /ʌ/ in the first two and in the middle of sun. Show u, letter name you: “In these words, u shows /ʌ/.” Do not introduce u as /uː/ here.
4. Blend new words · 7 min. Model u p → up, then s u n → sun. Guide mud, bug, run; invite fun as a fresh try. Ask which middle vowel changed in ran/run. Keep adult oral exemplar under off student reading cards.
5. Use a sentence · 4 min. Show Bob dug. Decoding uses only taught correspondences. Ask “What action happened?” Learners may act a pretend dig with hands without handling tools.
6. Exit check · 2 min. Show bug out of the practice order and ask for a blend and the middle sound. Record whether u was independent.

Access routes: Replayed teacher rhyme, tactile beats, two-vowel comparison cards with text labels, movable letters, acting or AAC meaning response. Colour is optional and never the sole distinction between vowels.

Week 5 · Day 23 — /h/ and an action sentence

Proposed codes: AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLA05.
Goal: Link h to /h/, decode regular words, and make sense of Bob hid. as a sentence.
Prepare: h and known cards, three sound boxes, hat, hen, hid, hop, had; Bob hid. cards.

1. Review · 3 min. Read sun, bed, mop in mixed order. Reteach one uncertain vowel with a brief model and retry.
2. Sound model · 4 min. Say hat, home, wet aloud; identify /h/ at the start of the first two. Model a breathy /h/ without saying “huh”. Printed home is adult-only because its vowel spelling has not been taught.
3. Letter link · 5 min. Show h, name aitch, sound /h/. Compare its shape with n while naming each; use the school's formation cue. Do not require a fast pencil response to show sound knowledge.
4. Guided decoding · 7 min. Model h a t → hat, guide hen and hid, then invite hop and had. Put hid and had side by side; ask which middle letter changes the word.
5. Sentence meaning and spelling · 4 min. Read Bob hid. after blending. Ask where Bob might hide and distinguish an idea from what the sentence itself says. Dictate hid for letter tiles or writing, then reread it.
6. Exit check · 2 min. Show hop and ask for an independent blend. Ask the initial sound of h. Record each separately.

Access routes: Mouth view, large/tactile h, one-word strip, typing/tiles for spelling, speech/AAC/pointing for a possible hiding place, and quiet practice before a turn.

Week 5 · Day 24 — /k/ written k

Proposed codes: AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Link k/K to /k/, notice that taught c can show the same sound, and decode ki words without guessing from meaning.
Prepare: k/K, c, known cards, three sound boxes, kit, kid, kin; Kit hid. cards.

1. Review · 3 min. Show cat and ask for its first sound. Then read hid and bed. Respond to errors with a sound-by-sound model and retry.
2. Oral /k/ check · 4 min. Say kit, kite, cat aloud. All start /k/, but their printed spellings differ; kite remains adult-only. Ask learners to choose which familiar card, c, has shown /k/ before.
3. New letter model · 5 min. Show k and K. “This letter is kay. In our words it also shows /k/.” Model its formation with the school's cue. Say: “We will learn more about when English uses c or k later.”
4. Blend and compare · 7 min. Model k i t → kit; guide kid; ask learners to try kin. Explain kin means relatives only after decoding. Compare kit with a previously taught cat: both start /k/, but the vowel and starting letter differ.
5. Name and sentence · 4 min. Show Kit as a fictional person's name. Read Kit hid. from its letters, then ask what Kit did. Learners can act hiding a paper token rather than themselves.
6. Exit check · 2 min. Show kid in a new order and ask for a blend. Ask which two taught letters can show /k/ in this pack; accept c and k by point or speech.

Access routes: Large/tactile c/k, finger tracing, tile comparison, text-only strip, AAC or pointing, and an object token for sentence meaning. Do not demand that learners infer the complete English c/k spelling rule from these examples.

Week 5 · Day 25 — /v/ in words for people and places

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Link v/V to /v/, read regular words, and recall how a map helped in the adult-read story.
Prepare: v/V plus known cards, three sound boxes, van, vet, vat; Val met Kit. cards; Oral story A for a brief reread.

1. Story recall · 3 min. Ask: “How did Mina and Jalen help the visitor check the route?” Reread one relevant sentence aloud if needed. This is listening comprehension, not independent reading.
2. Hear /v/ · 4 min. Say van, vet, fan aloud. Invite learners to feel or watch the lip–teeth vibration for /v/ compared with already taught /f/ in fan, without forcing any child to touch their face.
3. Letter link · 5 min. Show v and capital V; name vee, sound /v/. Use the school's formation cue and point out that a voiced sound and its letter are separate things to remember.
4. Model–guide–try · 7 min. Model v a n → van; guide vet; ask for vat. Explain after decoding that a vet helps animals and a vat is a large tub. These are examples from different parts of life, not picture cues.
5. New name and sentence · 4 min. Read Val met Kit. by blending Val and then the known words. Ask “Who met Kit?” Let learners answer in speech, AAC or by pointing to the name.
6. Exit check · 2 min. Show vet out of order and ask for an independent blend and the sound of v. Record if v/f needed a model.

Access routes: Clear mouth model, tactile/large v, a quiet phoneme practice option, accessible letter tiles, and pointing/AAC for story meaning. A learner need not produce a voiced sound orally to show letter recognition; record the route.

Week 6 · Day 26 — /w/ and a garden problem

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Link w to /w/, blend five regular words, and explain a problem and safe solution in an adult-read story.
Prepare: Oral story C, w plus known cards, three sound boxes, wet, win, wag, web, wig; Kit got wet. cards.

1. Review · 3 min. Flash b, u, h, k, v among earlier cards; read van and bug once. Mark a link that needs cumulative practice.
2. Adult-read story · 5 min. Read The Garden Jug aloud. Ask: “What was wrong with the watering can? What did the group do?” Accept a prop sequence or AAC response as well as speech.
3. Sound and letter · 5 min. Say wet, wind, van aloud. Point out /w/ in the first two. Show w, name double-you, common sound /w/ in these words. Use the school's formation cue. Printed wind is adult-only here because the child-read set focuses on the listed CVC words.
4. Blend words · 6 min. Model w e t → wet; guide win and wag; ask learners to try web and wig. After reading, invite two meanings for web: a spider's web and the web on a device. The same word can be used in different domains.
5. Sentence and meaning · 4 min. Show Kit got wet. Read from letters, then ask “What happened to Kit?” A drawing may be revealed after decoding. Do not add printed was, whose s would have an untaught /z/ value.
6. Exit check · 2 min. Present wig in a new position. Ask for a blend and the first sound. Record decoding and meaning separately.

Access routes: Live story or teacher-made recording with transcript, enlarged/tactile letters, one-word cards, physical/digital sound boxes, quiet turn and speech/AAC/pointing for story meaning.

Week 6 · Day 27 — /dʒ/ written j

Proposed codes: AC9EFLY09, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Link j/J to /dʒ/, read regular CVC words and spell one word from its sounds.
Prepare: j/J and prior cards, three sound boxes, jam, jet, jog, jig; Jem sat. cards.

1. Review · 3 min. Read wet, kit, bed. Ask which one starts with the new sound from yesterday. Re-model w if needed.
2. Sound model · 4 min. Say jam, jet, sun aloud. Listen for /dʒ/ in the first two. Model one clear sound /dʒ/, not “juh”; do not split it into two classroom phonemes.
3. Letter link · 5 min. Show j and capital J; name jay, sound /dʒ/. Use the school's formation cue. Explain that the words juice and jungle are good oral examples but their printed forms are not for this decoding set.
4. Blend and check · 7 min. Model j a m → jam, guide jet, ask for jog and jig. After decoding, give a simple meaning of each if needed: jam to eat; jet aircraft; jog as a way of moving; jig as a dance.
5. Name and encoding · 4 min. Read Jem sat. with capital J as a fictional name. Dictate jet with print hidden; learners place or write j e t and reread it.
6. Exit check · 2 min. Show jog out of order; ask for the blend and first sound. Record separately.

Access routes: Large/tactile j, mouth view, three counters and letter tiles, typed or AAC-selected encoding, and a private response. A learner's spoken /dʒ/ production is not the only possible evidence of the letter–sound link.

Week 6 · Day 28 — /z/ written z

Proposed codes: AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Link z/Z to /z/, contrast /z/ and /s/, and read a short sentence; four-sound zest is modelled only.
Prepare: z/Z, s, prior cards, three/four sound boxes, zip, zap, zest; Zak ran. cards.

1. Review · 3 min. Ask for f/v sounds and blend fan/van. Give a clear model of any uncertain link.
2. Sound contrast · 4 min. Say /s/ and /z/ with a natural voice. Ask learners to notice that /z/ has voice vibration, without forcing touch. Say zip, zap, sun aloud; the first two start /z/.
3. Letter link · 5 min. Show z and Z; name zed in Australian English, sound /z/. Compare with earlier s /s/ in the controlled set. Explain that s may represent other sounds in later words, but that value is not part of today's child-reading list.
4. CVC blend and four-sound model · 7 min. Model z i p → zip, guide zap. Then put z e s t into four boxes, touching /z/ /ɛ/ /s/ /t/ and sweeping zest. Explain after reading that zest is the outer part of some citrus fruit or a lively quality; a picture is optional after decoding.
5. Name and sentence · 4 min. Read Zak ran. from the letters; Z is the capital of a fictional name. Ask what Zak did. Allow an action or AAC answer.
6. Exit check · 2 min. Show zap for an independent blend and ask the first sound of z. Record zest separately as modelled, guided or independent.

Access routes: Tactile/large s/z, clear mouth view, sound-box counters, typing/tiles, an uncluttered sentence strip, AAC/pointing and private rehearsal.

Week 6 · Day 29 — Choose, read and change a tiny scene

Proposed codes: AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.
Goal: Read one controlled mini-text, retell its events, and make a short original variation for a partner.
Prepare: Mini-text D1 and D2, three blank event boxes, word tiles Bob / Val / Jem / Zak / Kit / hid / ran / got / wet / had / fun / .

1. Cumulative review · 3 min. Sample bat, sun, hid, kit, van, wet, jam, zip in mixed order. Ask each learner to blend two; re-model a missed vowel or consonant before connected reading.
2. Choose a text and read · 5 min. Offer D1 or D2 with the same goal, not a “strong” and “weak” label. Learners choose by interest. Model left-to-right tracking on the first word, then listen to what they independently decode. Read any remaining words aloud for meaning, noting the difference.
3. Retell model · 4 min. On three blank cards, model person → action → result. Ask: “Who hid? Who ran? Who got wet?” Keep the card drawings covered until after a decoding attempt so they support meaning rather than guessing.
4. Guided retell and change · 7 min. Learners order three cards, then swap one taught name or action tile to make a new, meaningful sentence. Check the change against the printed letters and the idea. Adult-scribe any richer spoken ending on a separate strip that is not used as a decoding score.
5. Create and share · 4 min. Learners assemble a sentence with a capital name and full stop, then read or explain it to a partner via speech, AAC or pointing. Partners listen and say what happened; do not require public performance or eye contact.
6. Exit check · 2 min. Present a fresh sentence Kit had fun. using taught words. Ask for an independent read or record which words were decoded, then ask who had fun. Record reading and meaning separately.

Access routes: Large or tactile one-sentence strips, teacher-read meaning route, movable/digital word tiles, three simple props, quiet partner, speech/AAC/pointing. Choice is of story context and response format; the learning target remains the same.

Week 6 · Day 30 — Two-week evidence check

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY06, AC9EFLA09.
Goal: Show current listening meaning, sound–letter links, transfer to unseen regular words and a short created sentence, then receive a specific next teaching step.
Prepare: ASSESSMENT.md, Oral story E, shuffled cards, sound boxes and a blank sentence strip.

1. Set purpose · 2 min. Say: “I will look at what is ready and what we should practise next. You may ask me to repeat a direction. There is no race.”
2. Fresh oral story · 5 min. Read The Loose Wheel twice, with print hidden. Learners listen for the people, problem and solution.
3. Meaning response · 5 min. Ask the three assessment questions. Learners speak, point to self-made event cards, act, draw or use AAC. Record any answer choices or content prompts.
4. Sound and word sampling · 6 min. Present the taught letter cards and five unseen CVC words from the assessment, one at a time. In a whole class block, collect private responses and complete individual blending observations during scheduled rotations.
5. Encoding and creation · 5 min. Dictate three controlled words with print hidden. Offer tiles, typing or writing. Invite one meaningful sentence from taught word tiles. After recording, give one precise strength and next step.
6. Exit check and close · 2 min. Let learners name or point to one word they can now read; check whether they read it independently or repeated an adult model, and record the exact evidence. Complete the rubric and next-teaching note after the lesson.

Feasible administration: The 25-minute whole-class block collects group evidence. Private oral blending and sound links are checked with about five learners per day during ordinary independent-work periods on Days 26–30; those checks require additional time outside the 25-minute mini-lessons. A missing observation stays “not yet observed”, never a guessed score.

Access routes: Adult-read story with print hidden, large/tactile cards, physical/digital tiles, a quiet check space, extra response time and speech/AAC/pointing as appropriate. An adult-read word is not an independent decoding result.