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.
- 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.”
- 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.”
- 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.
- 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.
- 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.
- 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.