Day 16 — Route A: teach final `ck` /k/… | Year 1 English · T1 W3–4

Goal: teach the school's chosen code or deepen sh/ch discrimination; keep sentence meaning. Codes: AC9E1LY09, AC9E1LY11, AC9E1LY04. Prepare: choose and label Route A or B on Day 16 practice before class.

Retrieve · 3 min. A: read cat and hear final /t/, then hear final /k/ in spoken back. B: read known ship/chip, point to changed first grapheme.
Model · 5 min. A: say back normally, segment /b/ /a/ /k/, place b, a, ck into three boxes, then blend. Say: “Here ck is two letters for one final /k/ after a short vowel. I check the whole word.” Do not call every /k/ word a ck word. B: segment ship and chip in three boxes each; make the mouth/print contrast explicit without adding a new grapheme.
Guide · 7 min. A: build sick, duck, sock; point to one ck box and short vowel. B: build ship, chip, shop, chop, with one changed sound at a time. Read the matching Day 16 choice together.
Child try · 7 min. Read a chosen A or B controlled strip, then build A pack or B dish from dictation. Ask who/what acts in the line. Keep any adult oral context separate from child-read print.
Exit · 3 min. A: show sack, ask child to read and point to final /k/ letters. B: show hush, ask for last sound's two letters. If the pattern is not secure, reteach with a different known word before increasing text length.

Access/home/extension: Provide a single joined ck tile for A and familiar digraph tiles for B. Home adult says the word normally then gives the printed line; record adult blending as support. Extension: A contrasts back/bag by meaning and final grapheme; B makes a new sh/ch sentence with known words.