Selectable text and tactile route… | Year 1 English · T1 W3–4 · Text…

This is the complete information in the original sound-to-sentence visual aid. The form is blank, with no word list, answer key or untaught grapheme. An adult reads its prompts. A learner may point, sign, use AAC, speak, type, arrange tactile letters or direct adult marks; note the help given. Do not require handwriting to show a sound or story idea.

Say the word normally. Adult says the word: _____. Learner taps or indicates one move for each phoneme heard.
Map one heard sound to each of five empty phoneme boxes. Box 1 [ ], box 2 [ ], box 3 [ ], box 4 [ ], box 5 [ ]. Use only as many boxes as the spoken word needs. Two letters can share one box if they make one sound, such as a previously taught digraph. A consonant blend keeps separate boxes for its separate sounds. The teacher writes/places only the code actually taught to this learner; do not prefill a route-specific ck example.
Blend the sounds into the whole word. What does that word mean in the chosen context? _____. Record whether an adult supplied a sound, grapheme or whole word.
Tell the story with three blank event spaces: FIRST _; NEXT ; LAST __. Learner may use pictures, tactile objects, signs or spoken words. The richer adult-read stories remain adult read; a retell is not a decoding score.
Make one complete idea. WHO/WHAT? _. DID WHAT? . My sentence: __. Check start capital [ ], spaces [ ], end mark [ ]. A child-directed adult may write the learner's exact sentence. Record word spelling separately from composition.

Tactile construction: Use five separate cardboard squares for sound boxes, one joined tile for a taught digraph, and single tiles for separate blend sounds. Use three textured cards for first/next/last and a raised start token, gap tokens and a stop token for sentence boundaries. Offer the same task in a reachable position. A five-box strip is not an instruction to force five sounds into every word.