Proposed codes: AC9EFLE04, AC9EFLE05, AC9EFLY05, AC9EFLY09, AC9EFLY10.
Goal: Recognise and make a spoken rhyme or beat pattern, decode paired words, and retell a simple problem/repair sequence.
Prepare: Oral rhyme C, Oral story D, ship/chip, shop/chop, dish/fish cards, blank retell boxes on sound mat.
- Retrieve · 3 min. Mix sh, ch, y, x cards. Ask for the practised sound or sound sequence, and read fish/chip once. Note exact uncertainty.
- Rhyme before print · 4 min. Recite Oral rhyme C without showing it. Ask which pair rhymes: dish/fish or dish/sand. Invite a spoken, tapped, AAC or chosen-card answer. Rhyme is a sound relationship, not a same-looking ending alone.
- Decode pairs · 5 min. Show ship/chip, shop/chop, dish/fish, one pair at a time. Model the first, then have learners read and identify what changed in the first or last sound team. Confirm rhyme by saying the words, not by picture choice.
- Adult-read story · 7 min. Read Two Taps and a Rest twice. Model first: Imani made a repeating unit. Learners use three blank boxes, three objects or AAC to retell the missing-card problem and repair. Ask “What repeated? What fell? How did they begin again?”
- Create a pattern · 4 min. Learners make tap–tap–rest with counters, speech, a switch, marks or gesture, then change one part and explain what now repeats. A partner can copy the new unit without requiring sound production.
- Exit check · 2 min. Say shop/chop without print; ask “Do they rhyme?” Then show chop and ask for a blend. Record oral pattern and printed decoding separately.
Access routes: teacher voice or local recording with transcript, visual/tactile beat cards, quiet non-auditory pattern route, large one-pair strips, blank sequence boxes, speech/AAC/pointing/drawing. Do not count a visual pattern response as hearing a rhyme unless that was actually observed.