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.
- Retrieve · 3 min. Reblend stop/step with four taps each. Ask for the vowel that changed. Note who still merges st.
- 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.
- 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.
- 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.
- 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.
- 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.