Proposed codes: AC9EFLA08, AC9EFLY09, AC9EFLY10, AC9EFLY12, AC9EFLY13.
Goal: Link ch to /tʃ/ in these words, contrast it with sh, and spell a regular word.
Prepare: sh/ch tiles, three boxes, chat, chip, chin, chop, much, rich cards.
- Retrieve · 3 min. Read ship, dish. Ask which printed pair gave /ʃ/. Give one model and retry if needed.
- Oral contrast · 4 min. Say ship/chip without print. Ask which starts /ʃ/ and which starts /tʃ/. Model /tʃ/ as one classroom phoneme, not separate /t/ and /ʃ/ counters.
- Letter-team link · 5 min. Reveal ch next to sh. “In today's words c and h together show /tʃ/. We keep them in one sound box.” Say that ch has other values in other words later; do not ask children to read those patterns now.
- Model–guide–try · 7 min. Model ch a t → chat using three sound boxes. Guide chip and chin; ask for chop, much and rich. Explain rich as “having a lot of something” only after decoding; do not reduce it to money alone.
- Encoding and meaning · 4 min. Dictate chip, print hidden. Learners say /tʃ/ /ɪ/ /p/, place ch i p, and reread. Ask how chip and ship differ in first sound and first printed team.
- Exit check · 2 min. Show much for an independent blend. Ask which two letters work together at its end. Record both.
Access routes: separate tactile sh/ch team tiles, clear mouth model, an optional sound-choice board, one word per strip, AAC/pointing, typing or writing, quiet practice. Record sound recognition separately from spoken production.