Goal: sample independent phoneme mapping, reading for meaning and a short original sentence; choose next teaching. Materials: P9, fresh word cards shed, chug, stub, send, assessment.
- Retrieve, 3: Children sort sh/ch/st/nd cards by “one sound made with two letters” versus “two sounds together.” Key: sh/ch one; st/nd two.
- Model, 5: Work an analogous unfamiliar word
shin(regular sh-i-n, the front of the lower leg); say, segment, choose graphemes, blend and confirm word meaning. Do not model scored transfer words first. - Guide, 7: Read P9 in pairs or teacher small group, verify each word from print, then ask “Who can stand?” Key: Chad. Revisit any guessed word by looking at all graphemes.
- Try, 7: Child reads two fresh cards from
chug,stub,sendand encodes the third; then creates one sentence with a taught word, by an accessible mode. Teacher notes exact prompts and response format. Keepshedunseen for the exit. - Check, 3: Individually present fresh
shedand ask first sound's grapheme, read whole word, and use/choose its meaning (small building). Key: sh;shed. Use the assessment pattern before selecting next phonics lesson; a single word is not a reading-level verdict.
If an entry check disagrees with the planned day
Keep the meaningful oral language, story and composition parts available while teaching the missing code explicitly in a short group. Learners already secure with the word set should get fresh regular words and richer sentences, not repeated drill alone; confirm the new words use only taught patterns. If school sequence differs, replace the grapheme lesson and regenerate its controlled text and key with a qualified educator. Never silently relabel an untaught text “decodable.”
Original content © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Curriculum source and ACARA terms in README. Educator/EAL/D review pending.