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.
- Retrieve · 3 min. Read stop, box, yes. Note whether st and x are represented as the taught sound sequences.
- 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.”
- 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.
- 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.
- 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.
- 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.