Proposed codes: AC9EFLE02, AC9EFLY04, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY13.
Goal: Reread final ng, decode two short new lines and tell what comes from print versus adult fiction.
Prepare: ring/sing/bang/song cards, Sam can sing. Sing a song. strips, adult story A, blank print/story source markers.
- Retrieve · 3 min. Shuffle four yesterday words. Invite two independent blends and one explanation of why final ng occupies one sound box. Re-model only the link that was missed.
- Oral story recall · 4 min. Ask “What did Sam want? Why did Nell ask Pat to wait?” Reread the exact relevant adult passage if needed. Say “The long story is mine to read aloud; these two short lines are yours to read from their letters.”
- Sentence model · 5 min. Reveal Sam can sing. Point to capital S, spaces and stop; blend sing /s/ /ɪ/ /ŋ/ and read can carefully /kæn/ before a natural reread. Ask who can sing according to this printed line.
- Guide and try · 7 min. Show Sing a song. Guide tracking Sing, then listen to an independent song blend. Explain a as the taught article /ə/. Learners reread both strips in a chosen order. This is an invitation in print, not a requirement to sing publicly.
- Source sort · 4 min. Say “Sam can sing” and “Nell saw a loose loop.” Ask which idea appears in the child strip and which comes only from adult story A. Use two blank markers; keep decoding and source reasoning recorded separately.
- Exit check · 2 min. Show song alone without an image. Ask for its three phonemes and blend. Record whether /ŋ/ stays together and whether a model was needed.
Access routes: one large/tactile line at a time, ng kept together, text-only/digital strips, private listener, speech/AAC/sign/pointing for story meaning. A learner may decline to sing and still meet the reading target.