Proposed codes: AC9EFLA09, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Keep the starting q-u sequence in order, read a new word and two controlled sentences, and spell one q-u word.
Prepare: four boxes, quip, Quin got a box. Quin had a quiz. strips, word tiles, adult story A for recall.
- Retrieve · 3 min. Reblend quiz, Quin, quit without a picture. Ask for the two starting sounds, then reread ten. Give one model to a learner who merges /k/ and /w/.
- Oral memory · 4 min. Ask what Quin did after the classmate found the long board hard to check. Reread one relevant sentence of adult story A if needed. “The long story words are mine to read; the short strip is yours to decode.”
- New-word model · 5 min. Say quip /k/ /w/ /ɪ/ /p/ into four counters; reveal q u i p and blend. Explain a quip is a brief clever remark after decoding. Keep q followed by u as the selected spelling pair; no broad q spelling rule is claimed.
- Sentence reading · 7 min. Show Quin got a box. and Quin had a quiz. Model tracking the first name, then listen to independent blends. Read a as the taught unstressed article, and use a careful form for natural reduced words. Ask which sentence mentions a question game. Record any adult-supplied word.
- Encode · 4 min. Hide print and dictate quiz. Learners segment /k/ /w/ /ɪ/ /z/, select/write q u i z and reread. Ask where capital Q would be needed for a person's name, not for the common word quiz.
- Exit check · 2 min. Show quip again in a fresh position and ask for an independent blend; then ask whether Q in Quin begins a name. Record reading and capital knowledge separately.
Access routes: adjacent large/tactile q-u tiles, four counters, one sentence per strip, AAC sound sequence, typing/tiles for spelling, quiet/private turn and adult-read story replay with transcript.