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.
- 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.
- Oral /k/ check · 4 min. Say
kit, kite, cataloud. All start /k/, but their printed spellings differ; kite remains adult-only. Ask learners to choose which familiar card, c, has shown /k/ before. - 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.”
- 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.
- 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.
- 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.