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Day 51 — q followed by u in two soundsFoundation English · T2 W11–12 · Day 51 lesson

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Foundation / English / Term 2 / Weeks 11 12

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Recognise q/Q with following u, say /k/ then /w/ in this spelling sequence, and decode quit/quiz/Quin from print.
Prepare: adult story A, q/u and prior cards, four sound boxes, quit, quiz, Quin, ten cards.

  1. Cumulative retrieve · 3 min. Show a, is, x, sh, ch, ten in mixed order. Ask for three independent reads/links across the group and note one uncertain link without slowing the new model.
  2. Adult-read story · 4 min. Read The Ten Board aloud. Ask “What stayed ten? What changed on the second board?” Accept ten large counters, marks, AAC or speech for meaning; this is not a maths assessment.
  3. Oral-to-print model · 5 min. Say quit with print hidden: /k/ /w/ /ɪ/ /t/. Place four counters. Reveal q u i t, pointing to q followed by u for the starting /k/ then /w/. Say “These two printed letters work as a fixed starting pair in our words, but we still hear two starting sounds. Do not call /kw/ one sound or use u /w/ by itself.” Show capital Q in the fictional name Quin; use the school's formation cue.
  4. Guide and try · 7 min. Model quit with four boxes; guide quiz /k/ /w/ /ɪ/ /z/, then invite Quin /k/ /w/ /ɪ/ /n/. Explain quit means stop an activity and quiz can be a friendly question game only after blending. Read familiar ten /t/ /ɛ/ /n/ as a word under the ten-counter board.
  5. Meaning and difference · 4 min. Ask “Which board did the classmate prefer? Does the adult story say all learners would choose it?” No. Contrast quiz with Quin: same /k/ /w/ /ɪ/, changed last sound and capital name. Do not ask children to decode other q words yet.
  6. Exit check · 2 min. Show quit in a changed order. Ask for the blend and number of phonemes; expect four. Record both and whether the q-u sequence was independently identified.

Access routes: tactile/large separate q and u in adjacent boxes, counters, digital tiles, quiet response, teacher-read story with transcript, speech/AAC/pointing for meaning. A child can select /k/ then /w/ through AAC if oral production is inaccessible.

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