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.
- Review · 3 min. Read wet, kit, bed. Ask which one starts with the new sound from yesterday. Re-model w if needed.
- Sound model · 4 min. Say
jam, jet, sunaloud. Listen for /dʒ/ in the first two. Model one clear sound /dʒ/, not “juh”; do not split it into two classroom phonemes. - 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.
- 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.
- 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.
- 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.