Proposed codes: AC9EFLA08, AC9EFLE04, AC9EFLY04, AC9EFLY09, AC9EFLY10, AC9EFLY13.
Goal: Reread final ff words, recognise oral rhyme without relying on a printed match, and spell one selected word.
Prepare: adult sound-play B, the five ff cards, joined ff and single f tiles, sound boxes, two blank rhyme-mat spaces.
- Retrieve · 3 min. Shuffle off, puff, cuff, cliff, sniff. Hear two independent blends; ask what ff does at the end. Re-model only an actually missed sound path.
- Hear before print · 4 min. With cards hidden, say puff/cuff/sniff/cliff in mixed order. Ask children to group words that rhyme; accept puff/cuff and sniff/cliff. Then show the cards and ask how sound and ending print agree in this set. A visual match alone is not scored as rhyme awareness.
- Contrast and model · 5 min. Segment cuff /k/ /ʌ/ /f/ into three counters and match c u ff. Beside it show earlier single-f word fun /f/ /ʌ/ /n/. Say “Both can use /f/; we are learning this final ff in our selected short-vowel words, not replacing the single letter everywhere.”
- Guide and try · 7 min. Children blend cliff and sniff without a picture, then place each under the correct oral-rhyme pair. Ask which word begins with two adjacent consonants /s/ /n/. Offer a model only after first independent try. Explain puff as a small burst of air after the read, without asking a child to produce one.
- Encode · 4 min. Hide print and dictate cuff in a neutral sentence: “The end of a sleeve can have a cuff. Write cuff.” Learners segment /k/ /ʌ/ /f/, select/write c u ff and reread. Record exact spelling and adult letter help.
- Exit check · 2 min. Show off alone. Ask for a blend and its two phonemes; then ask for one rhyme from the heard pairs. Record print and oral rhyme separately.
Access routes: tactile/flexible letter tiles, two/three/four sound boxes, text-only high contrast cards, quiet private response, AAC/pointing/signed rhyme selection, typing or child-directed adult tile placement. Do not judge a learner's phonological knowledge by speech clarity alone.