Codes: AC9E2LY10, AC9E2LY04. Goal: read and sort taught examples with ai and ay for /eɪ/. Prepare: word cards from materials, large ai/ay cards; assess prerequisite consonant links first.
- Invite · 2 min. Say
rainandday. Ask: “What long vowel sound do you hear in both?” Let learners say, sign or select /eɪ/. - Model · 5 min. Show rain; underline
aitogether, sound through /r/ /eɪ/ /n/, then blend. Show day; point toayat the end and blend /d/ /eɪ/. Say: “These are two spellings for a sound in these words. We will look for a pattern, not make an always-rule.” - Guided sort · 6 min. Read and place
train,paint,play,traywith the class. Have learners point to the grapheme, read all parts and compare where it sits. Give immediate corrective model if they guess from a picture. - Partner word building · 7 min. Give mixed
rain, wait, day, staycards. One partner reads; the other findsai/ayand checks by blending. Switch. Invite a child to write a word on the text mat or with movable letters, then reread it. - Meaning · 3 min. Use two short oral sentences: “Rain fell on the tray.” “We can stay and play.” Children identify the target word; explain unfamiliar vocabulary without treating meaning as proof of decoding.
- Check · 2 min. Show paint and stay in fresh order. Everyone reads or chooses the heard word after seeing print; focus learners reveal the grapheme and blend. If other consonant links are missing, teach them in a short prerequisite group before calling this independent reading.
Access: large/tactile letters, clear mouth view, replay, quiet oral practice, AAC sound selection. Record if hearing an English contrast or speech production changes the access route; co-plan individual phonics assessment where needed.