# Ten Foundation/Prep English lessons · Days 21–30 Each lesson takes **25 minutes**. Read adult passages from [MATERIALS.md](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](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.