Proposed codes: AC9EFLE04, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY13.
Goal: Hear /ŋ/ at the end of selected spoken words, keep printed ng in one phoneme box, and blend ring/sing/bang/song.
Prepare: adult rhyme C and story A, one ng tile, three sound boxes, ring, sing, bang, song cards. A real bell is optional and need not be sounded.
- Retrieve · 3 min. Flash th, ck, q-u, ten. Ask for a practised sound path: one /θ/, one final /k/, two sounds /k/ then /w/, and /t/ /ɛ/ /n/. Record one specific uncertain prior link.
- Hear it · 4 min. Read adult rhyme C twice without print. Ask “Which two words sound alike at the end: ring/sing or ring/bell?” Accept pointing, AAC or speech. Say /r/ /ɪ/ /ŋ/ slowly in ring; do not add a separate /g/ sound.
- Model print · 5 min. With the word hidden, put three counters for /r/ /ɪ/ /ŋ/. Reveal r i ng. Say “These two ending letters, n and g, work together for one /ŋ/ in this word. Three sounds, four letters.” Place ng in one final sound box.
- Guide and try · 7 min. Guide sing /s/ /ɪ/ /ŋ/; ask for independent bang /b/ /æ/ /ŋ/ and song /s/ /ɒ/ /ŋ/. Explain each meaning only after the blend. Compare the changed vowel in sing/song while final /ŋ/ stays the same. No picture-first guess.
- Fiction and source boundary · 4 min. Read adult story A once. Ask “What did Nell notice about the bell?” and “Did the short printed word ring alone tell us that?” No; the adult story did. Say the people and relationships are invented; nobody needs to talk about their own family.
- Exit check · 2 min. Show sing in a fresh position. Ask for an independent blend and the number of phonemes; expect three, final ng in one box. Record the exact response.
Access routes: large/tactile ng tile, three raised boxes, private quiet blend, teacher-read story with transcript, AAC/pointing/typing for sound choice and meaning. Do not require ringing a bell or oral production of /ŋ/ if another agreed route better shows recognition.