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.
- Review · 3 min. Ask for f/v sounds and blend fan/van. Give a clear model of any uncertain link.
- 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, sunaloud; the first two start /z/. - 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.
- 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.
- 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.
- 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.