Proposed codes: AC9EFLA05, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY13, AC9EFLY14.
Goal: Read and spell has /hæz/ as a bounded common word, compare final /s/ and /z/ in familiar words, and read two short statements.
Prepare: hiss, moss, is, has cards, Sam has a bell. Nell has a box. strips, sound boxes, actual plant record if one exists.
- Retrieve · 3 min. Blend hiss, mess, moss. Ask “What one sound does final ss write here?” Then read taught is /ɪz/ without assuming all s says /z/.
- Meaning and question · 4 min. Reread yesterday's exact dated plant note if available. Ask in speech “What did we see? What is still a question?” If there was no view, say so and ask where/when a safe view can occur. All question-word print is adult-read.
- Model has · 5 min. Say has /h/ /æ/ /z/ with print hidden, three counters, then reveal h a s. “In this common word, final s sounds /z/, as in is. In hiss, final ss sounds /s/. We learn the word and check the sound; we do not call every s /z/.” Explain has in the context of a person having an offered object.
- Guide and try · 7 min. Show Sam has a bell. Nell has a box. Guide one sentence, then record an independent attempt on the other. Blend each word from the taught links, including bell final ll, box final x /k/ then /s/, and article a /ə/. Ask who has what in print.
- Encode and contrast · 4 min. Dictate has with print hidden. Learners select/write h a s and reread /hæz/. Place has beside hiss and point to where /z/ versus /s/ occurs. Record exact first spelling.
- Exit check · 2 min. Show Nell has a box. in a fresh position. Ask for an independent read and one meaning answer. Record the word has separately from whole-line support.
Access routes: large/tactile separate word tiles, three sound counters, private quiet read, digital typing, AAC/pointing for sound and meaning; actual observation can be described live rather than seen. Do not interpret a speech difference alone as failure to know the printed contrast.