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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.