Codes: AC9E3LY09, AC9E3LY04. Aim: use spoken syllables, known letter patterns and meaningful parts to read longer words. Bring: word cards garden, notebook, remember, careful; check each learner's prerequisite letter patterns.
- Hear it · 2 min. Say garden naturally. Learners tap two beats. Explain that a beat helps us plan, but we still check the letters.
- Model and blend · 6 min. Show gar-den. Point to the parts and blend in your local classroom pronunciation; reread the whole word in “garden path”. Show note-book and ask what two known words make it. Do not force an unnatural vowel sound from the spelling.
- Guided word work · 5 min. Together read care-ful. Link the base care to the meaning “showing care”, then reread the whole word. Tap re-mem-ber and model the written chunks; state that a syllable split is a reading support, not always a morpheme split.
- Partner sort and use · 7 min. Partners draw a card, tap/say syllables, point through known graphemes and blend. Place it in a story sentence or an original spoken sentence. A learner unsure of an untaught grapheme gets a teacher model and a different known card for independent evidence.
- Meaning check · 3 min. Ask: “What would a careful helper do near a narrow path?” Accept a supported practical idea; distinguish word meaning from decoding.
- Check · 2 min. Show notebook and careful in changed order. Everyone marks parts and attempts a blend; focus learners read one without a model. Record which pattern was known and any cue given.
Access: large/tactile letter cards, visual mouth model, quiet rehearsal or AAC word selection. Never score speech clarity as phoneme knowledge without an accessible route.