# Ten Foundation/Prep English lessons · Days 31–40

Each lesson is **25 minutes**. Prepare the original adult-read passages and the exact controlled child cards in [MATERIALS.md](MATERIALS.md). Give only the listed child-readable print; teacher-read vocabulary is unrestricted and is **not** a decoding test. ACARA v9 Foundation English codes are proposed links, not approval or a claim that one day completes a description. On a roster grid, record the exit item, exact response, independent/after model/not observed and access route. Repeat a direction without supplying the answer if requested.

## Week 7 · Day 31 — Starting y and a notice with a purpose

**Proposed codes:** AC9EFLA03, AC9EFLY01, AC9EFLY05, AC9EFLY10, AC9EFLY11, AC9EFLY12.  
**Goal:** Link starting **y** to /j/, decode regular words and explain why a notice differs from a story.  
**Prepare:** prior letter cards, **y/Y**, three sound boxes, **yes, yet, yam, yum, yap** cards, Oral text A.

1. **Retrieve · 3 min.** Mix five secure earlier letters, including a vowel, **w** and **j**. Ask for the practised sound of each; blend **wet** once. Mark a missed link for tomorrow's brief revisit.
2. **Adult-read meaning · 4 min.** Read *The Library Path*. Ask “What did the notice help visitors do now? What did Mira's pictures tell later?” Say “I read this long story; you tell me its idea.” Accept speech, AAC, a prop sequence or pointing.
3. **Sound and letter · 5 min.** Say **yes, yet, van** without print. “The first two begin with /j/. Watch how I start /j/.” Show **y**, name *why* and say “At the start of our words, this letter shows /j/.” Show capital **Y** as the same letter's capital form, for recognition only. Use the school's formation cue; no other y value is taught.
4. **Model–guide–try · 7 min.** Build **y e s → yes**; touch /j/ /ɛ/ /s/, sweep and say it. Guide **yet** and **yam**. Ask learners to try **yum** and **yap** without a picture. Explain *yam* is a food plant and *yap* can mean a short bark only after blending.
5. **Meaning and text purpose · 4 min.** Ask “Does **yes** tell the library story?” No; it is one word. Revisit the adult-read notice and picture story. “A notice asks or tells people something useful now; a story tells events.” Ask for one possible place each could be used, with no personal disclosure required.
6. **Exit check · 2 min.** Show **yet** in a changed order, ask for an independent blend and the starting sound of **y**. Record the two observations separately.

**Access routes:** large/tactile **y**, movable/digital tiles, mouth view, quiet response, replayable teacher reading with transcript, and speech/AAC/pointing or props for purpose. A story answer does not count as print decoding.

## Week 7 · Day 32 — Final x writes two sounds

**Proposed codes:** AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.  
**Goal:** Recognise **x/X** and decode final **x** as /k/ then /s/ in this selected set.  
**Prepare:** **x/X**, four sound boxes, four counters, **box, fox, six, mix, wax** cards.

1. **Retrieve · 3 min.** Read **yes, yam, vet**. Ask for the first sound of **yes**; re-model **y** once if needed.
2. **Oral sound count · 4 min.** Say **box** with print hidden. Stretch /b/ /ɒ/ /k/ /s/ and place four counters. Ask “How many sounds?” Show that the last two are /k/ then /s/; do not say one /ks/ phoneme.
3. **Letter model · 5 min.** Reveal **b o x** under the four counters. “Three printed letters, four sounds. Here **x** helps us say /k/ then /s/.” Name lower-case *ex* and show capital **X** for recognition, without asking a child to decode an X-starting word. Use the school's formation cue.
4. **Guided decoding · 7 min.** Model **box** left to right, stretching its four sounds. Guide **fox** and **six** with four counters; invite **mix** and **wax** as fresh attempts. Explain *wax* as a material after decoding. Never place **x** in one box if the boxes represent **phonemes**.
5. **Encode and check · 4 min.** Say **mix** without print. Learners segment /m/ /ɪ/ /k/ /s/, then choose **m i x** to write it, and reread. Say “Four sounds can use three letters here.” Record a letter-sequence error separately from sound count.
6. **Exit check · 2 min.** Show **fox** out of order. Ask for an independent blend and how many sounds it has. Record both.

**Access routes:** raised or large four boxes, tactile counters, the word in high contrast, digital tiles, quiet oral/AAC sound selection or pointing, and extra processing time. A learner need not produce /ks/ aloud to show the printed link; note the route.

## Week 7 · Day 33 — What does this sign do?

**Proposed codes:** AC9EFLA03, AC9EFLA09, AC9EFLY01, AC9EFLY04, AC9EFLY10, AC9EFLY12.  
**Goal:** Blend adjacent **s** and **t** as separate sounds, read **Stop.**, and compare a sign with a story sentence.  
**Prepare:** four sound boxes, **stop, step, Stop., Sam got wet.** cards and [sign/story sheet](sign-story-sheet.svg).

1. **Retrieve · 3 min.** Read **mix** and **yes**. Revisit two letters missed yesterday. Say “Today the letters at a word's start will each keep their own sound.”
2. **Adult-read recall · 4 min.** Briefly retell *The Library Path* from memory; ask what the library notice was for. Read the relevant line aloud if needed. “An adult decides what a real safety notice must say.”
3. **Four-sound model · 5 min.** Say **stop** with print hidden and place /s/ /t/ /ɒ/ /p/ in four boxes. Reveal **s t o p** and touch each letter. Model **step** /s/ /t/ /ɛ/ /p/; compare the changed vowel. The **st** is not one new sound.
4. **Sign and story read · 7 min.** Show **Stop.** on the sign/story sheet and blend it from print. Point out capital **S** and the stop mark. Show **Sam got wet.** on the story side; support blending, then ask “Which tells someone to act? Which tells what happened?” Keep the sheet's picture boxes blank until decoding is attempted.
5. **Guide purpose · 4 min.** Read the adult sentence “An adult handles a real spill.” Ask why a person might put a **Stop.** notice near a fictional spill, then clarify that the real school uses its approved signs and help route. Let children point to sign or story and give a reason.
6. **Exit check · 2 min.** Show **step** as a fresh blend; ask learners to touch its four sounds. Then point to **Stop.** and ask “Sign or story?” Record sound work and text purpose separately.

**Access routes:** tactile/large **st** tiles, one strip at a time, four counters, screen-reader-compatible text alternative in MATERIALS, prop choice, quiet reading and speech/AAC/pointing for purpose. No picture-first guessing.

## Week 7 · Day 34 — Write a direction and a story sentence

**Proposed codes:** AC9EFLA05, AC9EFLA09, AC9EFLY06, AC9EFLY10, AC9EFLY12, AC9EFLY13.  
**Goal:** Keep final consonants separate in **help/felt**, then co-write a direction and a person–action sentence with capitals and stops.  
**Prepare:** four boxes, **help, felt, Stop., Sam can help.** cards, blank sign/story sheet, adult-read paired messages B.

1. **Retrieve · 3 min.** Reblend **stop/step** with four taps each. Ask for the vowel that changed. Note who still merges **st**.
2. **Listen for purpose · 4 min.** Read paired notice and story B aloud, with print hidden. Ask “Which asks people to act now? Which tells what Nia did?” Accept a choice with a short reason; do not score oral understanding as decoding.
3. **Model a final cluster · 5 min.** Say **help** /h/ /ɛ/ /l/ /p/ into four boxes; reveal **h e l p**. Guide **felt** /f/ /ɛ/ /l/ /t/. “We hear both ending sounds; do not drop the /p/ or /t/.” Use the school's formation cues if writing.
4. **Shared writing · 7 min.** On the blank sheet write **Stop.** by asking for capital first letter, each sound and the end mark; model any gap. On the story side assemble **Sam can help.** Blend **can** from taught **c** /k/, **a** /æ/, **n** /n/. Ask “Who can help?” Children place or write one word, then reread the whole sentence.
5. **Compare and revise · 4 min.** Read both aloud. Ask “Which line is a direction? Which line says something about Sam?” Cover the final dot on one line; ask what print feature is missing and replace it. The adult says the fuller safety explanation orally.
6. **Exit check · 2 min.** Dictate **help** with print hidden. Ask learners to segment and choose/write its four letters; note exact sequence and whether they reread it.

**Access routes:** adult-read paired texts with transcript, tactile/digital tiles, enlarged lines, accessible keyboard or pen, a private turn, and speech/AAC/pointing for purpose. Do not use handwriting speed as the sound-link score.

## Week 7 · Day 35 — A sign, a short story and a safe choice

**Proposed codes:** AC9EFLA03, AC9EFLA09, AC9EFLY01, AC9EFLY03, AC9EFLY04, AC9EFLY05, AC9EFLY06.  
**Goal:** Read controlled sign and story print, tell their different purposes, and revise one sentence boundary.  
**Prepare:** sign/story sheet, **Stop.**, **Kit got wet. Sam can help.** strips, blank response boxes and paired adult messages B.

1. **Retrieve · 3 min.** Mix **y, x, stop, help**. Ask two learners for a letter/sound explanation and two for a word blend; use a quick model if a link is uncertain.
2. **Two text purposes · 4 min.** Read adult messages B once more. Say “The notice asks for action; Nia's story reports events.” Ask for one detail shared by the two, such as keeping a walkway usable.
3. **Model controlled reading · 5 min.** Show **Stop.** and **Kit got wet. Sam can help.** Model tracking the first sentence only. Explain that **can help** says Sam is able to help; the print does **not** say Sam already helped. Point to capital names and each full stop.
4. **Read and discuss · 7 min.** Learners read as much as they can from letters, with teacher support for remaining words recorded. Ask “What happened to Kit? What might Sam do? Which line would suit a sign?” Do not let a wet-floor drawing supply the word **wet** before blending.
5. **Create a variation · 4 min.** Offer taught name tiles **Kit / Sam / Val / Jem** and **got / wet / can / help**. Learners make one meaningful sentence with capital and stop. If a proposed order changes the idea, discuss and revise it. An unrestricted oral version can be scribed separately.
6. **Exit check · 2 min.** Show the same two text forms without labels. Ask the child to point to the direction and explain its purpose; then ask them to find a sentence-ending mark. Record both independently.

**Access routes:** one line per card, large/tactile print, text-only sheet alternative, adult-read message with replay, movable tiles, drawing or AAC for the idea, private reading. Purpose and decoding are different records.

## Week 8 · Day 36 — sh is one sound in a two-letter team

**Proposed codes:** AC9EFLE04, AC9EFLY09, AC9EFLY10, AC9EFLY12, AC9EFLY13.  
**Goal:** Hear /ʃ/, link **sh** to one phoneme, and read words with **sh** at the start and end.  
**Prepare:** Oral rhyme C, **s/h/sh** tiles, three sound boxes, **ship, shop, shed, fish, dish, mash, wish** cards, [sound mat](sound-retell-mat.svg).

1. **Retrieve · 3 min.** Read **stop, box, yes**. Note whether **st** and **x** are represented as the taught sound sequences.
2. **Adult-read rhyme · 4 min.** Read *Sand, Hand, Dish, Fish* twice. Ask for a rhyming pair by sound. Say “I read the poem's print; your job is to hear its pattern.”
3. **Sound-team model · 5 min.** Say **ship** with print hidden: /ʃ/ /ɪ/ /p/, three counters. Reveal **sh i p**. “Two letters, **s** and **h**, work together for one /ʃ/ sound in this word. Do not say /s/ /h/ here.” Put **sh** in a single sound box.
4. **Guided decoding · 7 min.** Model **ship**, guide **shop** and **shed**, then ask learners to try **fish**, **dish**, **mash**, **wish** one at a time. For each, touch **sh** as one unit. Explain a word's meaning after the blend. Keep *shell* printed only in the adult rhyme because its **ll** has not been taught.
5. **Spell and discuss · 4 min.** Dictate **fish** with no visible model. Segment /f/ /ɪ/ /ʃ/, choose **f i sh** tiles, and reread. Ask “Three sounds, how many letters?” Four. Record sound count and spelling separately.
6. **Exit check · 2 min.** Show **dish** in a fresh position. Ask for an independent blend and the part that represents /ʃ/. Record both.

**Access routes:** large/tactile **sh** tile kept together, three raised boxes, clear mouth view, visual beat or quiet listening option, AAC/tile answer, typed or handwritten word. A child can show **sh** through print selection if speech production is inaccessible.

## Week 8 · Day 37 — ch is one sound in a two-letter team

**Proposed codes:** AC9EFLA08, AC9EFLY09, AC9EFLY10, AC9EFLY12, AC9EFLY13.  
**Goal:** Link **ch** to /tʃ/ in these words, contrast it with **sh**, and spell a regular word.  
**Prepare:** **sh/ch** tiles, three boxes, **chat, chip, chin, chop, much, rich** cards.

1. **Retrieve · 3 min.** Read **ship, dish**. Ask which printed pair gave /ʃ/. Give one model and retry if needed.
2. **Oral contrast · 4 min.** Say **ship/chip** without print. Ask which starts /ʃ/ and which starts /tʃ/. Model /tʃ/ as one classroom phoneme, not separate /t/ and /ʃ/ counters.
3. **Letter-team link · 5 min.** Reveal **ch** next to **sh**. “In today's words **c** and **h** together show /tʃ/. We keep them in one sound box.” Say that **ch** has other values in other words later; do not ask children to read those patterns now.
4. **Model–guide–try · 7 min.** Model **ch a t → chat** using three sound boxes. Guide **chip** and **chin**; ask for **chop**, **much** and **rich**. Explain *rich* as “having a lot of something” only after decoding; do not reduce it to money alone.
5. **Encoding and meaning · 4 min.** Dictate **chip**, print hidden. Learners say /tʃ/ /ɪ/ /p/, place **ch i p**, and reread. Ask how **chip** and **ship** differ in first sound and first printed team.
6. **Exit check · 2 min.** Show **much** for an independent blend. Ask which two letters work together at its end. Record both.

**Access routes:** separate tactile **sh/ch** team tiles, clear mouth model, an optional sound-choice board, one word per strip, AAC/pointing, typing or writing, quiet practice. Record sound recognition separately from spoken production.

## Week 8 · Day 38 — Hear a pattern, retell a change

**Proposed codes:** AC9EFLE04, AC9EFLE05, AC9EFLY05, AC9EFLY09, AC9EFLY10.  
**Goal:** Recognise and make a spoken rhyme or beat pattern, decode paired words, and retell a simple problem/repair sequence.  
**Prepare:** Oral rhyme C, Oral story D, **ship/chip, shop/chop, dish/fish** cards, blank retell boxes on sound mat.

1. **Retrieve · 3 min.** Mix **sh, ch, y, x** cards. Ask for the practised sound or sound sequence, and read **fish/chip** once. Note exact uncertainty.
2. **Rhyme before print · 4 min.** Recite Oral rhyme C without showing it. Ask which pair rhymes: **dish/fish** or **dish/sand**. Invite a spoken, tapped, AAC or chosen-card answer. Rhyme is a sound relationship, not a same-looking ending alone.
3. **Decode pairs · 5 min.** Show **ship/chip**, **shop/chop**, **dish/fish**, one pair at a time. Model the first, then have learners read and identify what changed in the first or last sound team. Confirm rhyme by saying the words, not by picture choice.
4. **Adult-read story · 7 min.** Read *Two Taps and a Rest* twice. Model first: Imani made a repeating unit. Learners use three blank boxes, three objects or AAC to retell the missing-card problem and repair. Ask “What repeated? What fell? How did they begin again?”
5. **Create a pattern · 4 min.** Learners make **tap–tap–rest** with counters, speech, a switch, marks or gesture, then change **one** part and explain what now repeats. A partner can copy the new unit without requiring sound production.
6. **Exit check · 2 min.** Say **shop/chop** without print; ask “Do they rhyme?” Then show **chop** and ask for a blend. Record oral pattern and printed decoding separately.

**Access routes:** teacher voice or local recording with transcript, visual/tactile beat cards, quiet non-auditory pattern route, large one-pair strips, blank sequence boxes, speech/AAC/pointing/drawing. Do not count a visual pattern response as hearing a rhyme unless that was actually observed.

## Week 8 · Day 39 — Choose and change a tiny text

**Proposed codes:** AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.  
**Goal:** Read one controlled three-sentence text, tell what each character does, and make a meaningful variation for an audience.  
**Prepare:** Mini-texts F1/F2, variation tiles, three blank retell boxes.

1. **Retrieve · 3 min.** Read **dash, shop, chat, hum** in mixed order. Ask which words use **sh** and **ch**. Briefly re-model one uncertain team.
2. **Word link and choice · 4 min.** Build **a n d → and** and say its careful sounds /æ/ /n/ /d/. Read **can** carefully as /kæn/ for blending; allow a natural reduced form when rereading a whole sentence. Offer F1 or F2 as equal text choices. Ask “Which names and activities would you like to read about?”
3. **Model then independent read · 5 min.** Track the first word left to right, then invite the child to decode the text. Listen and record what is independent. Read any remaining words aloud for meaning while recording that support. Do not ask the child to guess from an illustration.
4. **Meaning and retell · 7 min.** Ask “What can the first person do? What can the second do? What do they do together?” Use three blank cards for person one, person two and both together, or use objects or AAC. The text does not say when the activities occurred. Ask which action is **said** by the print and which detail would be an imagined addition.
5. **Make and share · 4 min.** Learners replace one taught name or action tile, reread the new sentence, and share its meaning with a partner by voice, AAC or pointing. Partner responds with what they understood. Scribe any richer spoken addition separately from the child-read text.
6. **Exit check · 2 min.** Show the fresh sentence **Sam can shop.** Ask for an independent read and who can shop. Record decoding and meaning separately.

**Access routes:** one sentence per large or tactile strip, movable/digital tiles, a private or quiet partner, adult-read meaning route, objects and AAC/pointing. The text choice changes context, not the assessed phonics target.

## Week 8 · Day 40 — Two-week evidence check

**Proposed codes:** AC9EFLA03, AC9EFLA09, AC9EFLE05, AC9EFLY01, AC9EFLY05, AC9EFLY06, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.  
**Goal:** Show text-purpose understanding, oral sound patterns, the four new print links, unseen-word transfer and sentence creation; receive a specific next teaching step.  
**Prepare:** [ASSESSMENT.md](ASSESSMENT.md), Oral story E and fresh adult-read notice, shuffled cards, boxes, blank sentence strip.

1. **Set purpose · 2 min.** Say “Show me what is ready and what we should practise next. There is no race. You may ask me to repeat a direction.” Explain the offered response routes.
2. **Fresh oral texts · 5 min.** Read the fresh notice once and *The Puppet Beat* twice with print hidden. Ask learners to listen for what the notice asks and what happened in the story.
3. **Meaning response · 5 min.** Ask the assessment's purpose and story questions. Take speech, AAC, drawing or ordered objects; record whether answer choices or content hints were given.
4. **Sound and word sample · 5 min.** Present the oral pattern prompts, new link cards and five unseen printed words from the assessment in short turns. Gather private oral blends during scheduled rotations rather than pretending to hear a whole class individually now.
5. **Encode and create · 6 min.** Dictate four controlled words with print hidden. Offer tiles, typing or pencil. Invite one new story sentence from taught word tiles and ask what idea it tells. Record first independent attempts before feedback.
6. **Exit check and close · 2 min.** Ask each learner to point to **sh** or **ch** and name or choose one word they can now read. Record what is independent; finish rubric and a next-teaching note after the lesson.

**Feasible administration:** The 25-minute block gathers group evidence. Private individual link and blending checks take about 7 minutes per learner in ordinary independent-work periods across Days 36–40, beyond these mini-lessons. If the schedule does not permit this, extend the checking window. Mark unobserved items as **not observed**, never as zero.

**Access routes:** teacher-read text with exact transcript, large/tactile cards, physical/digital tiles, quiet check, extra response time, speech/AAC/pointing/typing or drawing as appropriate. A response reached only after adult reading is meaning evidence, not independent decoding.