Proposed codes: AC9EFLA05, AC9EFLA09, AC9EFLY04, AC9EFLY11, AC9EFLY13, AC9EFLY14.
Goal: Read and spell the common word is /ɪz/, then verify A box is on a mat. against a real setup.
Prepare: an empty safe box on a mat, is / It / A box is on a mat. strips, movable letters.
- Retrieve · 3 min. Contrast a bag with bag; ask for the little-word sound and the vowel inside bag. Blend box once.
- Observe · 4 min. Put the box on the mat. Ask “What can you see? What would be a guess?” Read adult model B's first two sentences aloud. A child can point or use AAC to locate the box.
- Model is and It · 5 min. Say is /ɪz/ with print hidden, then reveal i s. “We know /ɪ/ for i. In this common word, s gives /z/. We will learn other /z/ examples later.” Build It as capital I /ɪ/ plus t /t/; the separate word I has another pronunciation and is not today's reading word.
- Read the checked line · 7 min. Model A box is on a mat. from left to right, touching the article, is, and full stop. Guide a second read with the box visible only after blending. Ask “Does the line match what we can see?” Move the box off the mat and ask if the same line still matches; restore it.
- Encode and reread · 4 min. Hide is and dictate it inside “The box is on the mat.” Learners choose/write i s, say /ɪz/ and reread. Keep the adult sentence oral-only because the is untaught in print.
- Exit check · 2 min. Show is by itself, then A box is on a mat. Ask for the word and the sentence's main idea; record decoding and meaning separately.
Access routes: object/shape placement by learner or partner under direction, enlarged/tactile words, uncluttered strip, keyboard or tiles, quiet reading, speech/AAC/pointing. Do not infer decoding from finding the box in the scene.