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.
- Retrieve · 3 min. Read yes, yam, vet. Ask for the first sound of yes; re-model y once if needed.
- 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.
- 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.
- 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.
- 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.
- 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.