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.
- 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.
- Hear /v/ · 4 min. Say
van, vet, fanaloud. 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. - 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.
- 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.
- 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.
- 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.