Proposed codes: AC9EFLA08, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY13.
Goal: Hear /iː/, put ee in one sound box and read see/feel/bee/seed/feet/keep; distinguish adult-spoken test steps from a child word card.
Prepare: ee tile, two- to four-phoneme boxes, the six word cards, adult explanation C, two empty safe class containers or a paper dry model.
- Retrieve · 3 min. Blend off, cliff, sing, bell in mixed order; ask what final ff, ng, ll each write in this selected set. Note one exact missed link.
- Adult test explanation · 4 min. Read oral explanation C with print hidden. Ask “What must an adult offer first? What can a dry board show? Does it tell which container holds more?” It can show layout use, not capacity. Do not ask children to handle water.
- Model ee · 5 min. Say see /s/ /iː/ with print hidden; place two counters. Reveal s ee and put ee in one box. “These two letters together write one long /iː/ sound here. We will use this selected word set, not claim every long /iː/ has ee.”
- Guide and try · 7 min. Guide bee /b/ /iː/ and seed /s/ /iː/ /d/; invite independent feet /f/ /iː/ /t/, keep /k/ /iː/ /p/ and feel /f/ /iː/ /l/. Explain seed only after reading, without claiming a real seed is present. Ask which word changes just the starting consonant from see to bee; note that feel can name a safe tactile check.
- Encode and meaning · 4 min. Hide print, dictate see in “I can see a card. Write see.” Learners choose/write s ee, reread and say its two sounds. Ask whether seeing a large cup proves it holds more; no, an actual direct test is separate.
- Exit check · 2 min. Show keep without a picture. Ask for an independent blend and phoneme count; expect /k/ /iː/ /p/, three sounds. Record exact first response.
Access routes: large/tactile joined ee, raised counters, digital letters, quiet/private word read, live adult explanation with transcript, AAC/sign/pointing/typing for meaning. No child needs to hear a sharp sound, touch water or see a distant board to show the print link.