Proposed codes: AC9EFLA08, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY13.
Goal: Blend final ss as one /s/ in a selected short-vowel set, then ask a question before a safe plant observation.
Prepare: hiss, mess, moss, fuss cards, ss tile, three phoneme boxes, school-approved plant/view or an honest no-view note, adult observation script D. Check local access and plant safety first.
- Retrieve · 3 min. Flash ng, ll, th, ck and ask how many phonemes each team writes in a familiar word. Read sing/bell once. Re-model a missed link only after recording it.
- Oral question · 4 min. Ask “What could we actually look for on our approved plant today?” Accept a visible feature or “I need a closer safe view.” Say What, Where, When aloud and, if printed, mark them adult-read. Do not ask children to decode their irregular spellings.
- Model ss · 5 min. Hide hiss, say /h/ /ɪ/ /s/ into three counters, then reveal h i ss. Place ss in one final box. Say “Two final letters write one /s/ sound in this word. We will use this selected short-vowel set; this is not a rule for every ending /s/.”
- Guide and try · 7 min. Guide mess /m/ /ɛ/ /s/; ask for independent moss /m/ /ɒ/ /s/ and fuss /f/ /ʌ/ /s/. Explain moss after blending; “This word card does not say moss is on our plant.” Contrast final ss /s/ with previously taught is /ɪz/ without changing the is word's value.
- Observe or name the gap · 4 min. At the approved view, adult makes a dated exact note, then reads the first part of script D with true filled blanks. If no safe real view is possible, read its no-observation line and plan a later view. Ask “Which phrase did we actually see, and which part is still a question?”
- Exit check · 2 min. Show moss outside the plant context. Ask for an independent three-sound blend and whether it is evidence that class plant has moss. Expect /m/ /ɒ/ /s/ and no. Record decoding and evidence reasoning separately.
Access routes: joined tactile ss tile, large/text-only word cards, safe indoor view or precise live adult description, child-directed adult mark, quiet response, AAC/sign/pointing/typing. Note direct observation versus description. No child touches, smells, tastes or collects an unknown plant.