A 12-week, individualized beginning-English program for a 12-year-old learner using a cochlear implant
Age-respectful communication • American English models • Accessible reading • UFLI reference map • Progress monitoring
Created as supplemental educational material—not diagnosis, hearing evaluation, speech-language therapy, or a guaranteed treatment outcome.
Functional communication comes first. The student can ask for help, request repetition, make choices, identify familiar objects, and understand short English texts using any effective communication mode: spoken words, pictures, gestures, writing or AAC.
优先训练可用于真实生活的表达，而非只追求机械读音。鼓励口语，也允许指图、手势、文字及辅助沟通；不要把口语表现作为唯一成功标准。
Spend 15–20 minutes observing, not testing under pressure. Mark I = independent, S = supported, N = not yet observed. Record the communication mode and environment.
| Domain | Prompt | Record (I/S/N) |
|---|---|---|
| Access | Does the learner respond comfortably with their usual device/settings? | ________ |
| Communication | Can they greet, refuse, request help or choose? | ________ |
| Understanding | Can they match a spoken/written word to a picture? | ________ |
| Imitation | Can they copy a comfortable modeled word or gesture? | ________ |
| Print skills | Can they recognize letters and CVC words? | ________ |
| Sentence use | Can they use or construct a short complete sentence? | ________ |
| Story | Can they identify a character, object or event? | ________ |
| Self-advocacy | Can they ask for repetition, slower pace, captions or a break? | ________ |
Baseline note: Date _______ | Setting _______ | Device/visual access confirmed _______ | Preferred mode _______ | Reinforcers/interests _______
| Time | Activity | Teacher language |
|---|---|---|
| 0–5 min | Welcome; check access and learner choice. | “Hello, Irisly. Are you ready? Would you like a picture or a word?” |
| 5–15 min | Listen + picture discrimination (with supports). | “Look. Listen. Point to the book. Good—this is a book.” |
| 15–25 min | Explicit word and sound introduction. | “Watch my mouth. Listen: /m/. Now try, or point if you prefer.” |
| 25–35 min | Interactive flip-card / dice / choice game. | “Pick a card. Shall we listen again?” |
| 35–45 min | Very short original story + what/where/who. | “I’ll read once. Now you choose the picture.” |
| 45–52 min | Communicative task in real context. | “Ask for a break / help / water. You choose how.” |
| 52–60 min | Success recap and home modeling. | “You asked for help. That worked!” |
When a parent joins, consider a 5–10 minute parent coaching segment at the end rather than teaching an adult beginner and the child as two separate students during the same hour. 成人零基础英语建议另开课程。
Functional speech: teach useful phrases with natural intonation, visual modeling, positive repetition and real-world choice-making. Beginning decoding: check letter-sound familiarity, blend only previously established patterns, then apply to short decodable text. Comprehension: point → choose → answer with support → independent response.
UFLI provides an 8-step explicit phonics routine (phonemic awareness, visual drill, auditory drill, blending drill, new concept, word work, irregular words, connected text). It is a supplemental systematic literacy reference, not a cochlear-implant rehabilitation protocol. The UFLI PDF lesson numbers are not assumed equivalent to Irisly’s 12-week levels.
For an auditory task, trial the sound at a comfortable rate, offer a repeat, and support with picture, print or gesture as needed. Observe and document access separately from vocabulary knowledge.
Each week track 5 indicators, independently vs with support: (1) responds/understands target words, (2) communicates a need, (3) reads/identifies print, (4) understands a short story, (5) uses a repair strategy. Compare the same supported task again in Weeks 4, 8 and 12.
Rubric: 0 = not yet observed; 1 = modeled/assisted; 2 = prompted; 3 = independent. Record communication mode (speech, pointing, AAC, writing) and whether auditory cues were paired with visual support. No clinical interpretation.
| Wk | Everyday topic | Sound practice | Functional objective |
|---|---|---|---|
| 1 | Hello & My Voice | m /m/ | Express a greeting or request using words, gesture, pointing, or AAC. |
| 2 | Listen, Look, Repeat | s /s/ | Choose a communication repair phrase rather than shouting. |
| 3 | My School Bag | t /t/ | Identify useful classroom objects and name two. |
| 4 | Feelings & Choices | n /n/ | Express a feeling and a related need. |
| 5 | I Need Something | short a /æ/ | Make a clear, age-respectful request in real contexts. |
| 6 | Color & Object Detective | short i /ɪ/ | Combine one descriptive word with one noun. |
| 7 | Find Your Way | short o /ɑ/ | Use language to navigate a familiar room. |
| 8 | Action Mission | p /p/ | Use action words in requests and short descriptions. |
| 9 | Food & Preferences | c /k/ | State a preference using like / do not like. |
| 10 | My Daily Routine | f /f/ | Sequence two everyday activities with picture support. |
| 11 | Small Stories, Big Ideas | l /l/ | Answer literal who/what/where with visual or verbal responses. |
| 12 | My English Adventure | review | Demonstrate functional communication across at least 3 practiced topics. |
Sound: m /m/
Express a greeting or request using words, gesture, pointing, or AAC.
hello, yes, no, help, stop, again
2. Model: “Look at the picture. Listen: hello. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: Hello! / My name is Irisly. / Please help me. / Say it again, please.
4. Story: I say hello. My teacher says hello. We smile and start.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Respond to 3 of 5 modeled requests in any supported mode.
Greet a family member; use help and again in daily life.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: s /s/
Choose a communication repair phrase rather than shouting.
listen, look, read, slow, repeat, ready
2. Model: “Look at the picture. Listen: listen. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: I am ready. / Please speak slowly. / I can look and listen. / Please repeat that.
4. Story: I hear a voice. I look at the picture. I ask, “Again, please.”
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Initiate a repeat or slow request at least once with a prompt.
Practice “Please speak slowly” with a family member.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: t /t/
Identify useful classroom objects and name two.
book, bag, pen, desk, teacher, paper
2. Model: “Look at the picture. Listen: book. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: This is my book. / The pen is in my bag. / I have paper. / Where is my book?
4. Story: I take my bag to class. I open my book. I write with a pen.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Point to 4 of 6 objects; independently label 2 using preferred communication.
Find three school objects and use “This is my …”.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: n /n/
Express a feeling and a related need.
happy, tired, okay, worried, excited, confused
2. Model: “Look at the picture. Listen: happy. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: I am happy. / I feel tired. / I need a break. / I do not understand.
4. Story: Today I feel tired. I say, “I need a break.” My teacher listens.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Choose 3 of 6 feeling words and use a complete phrase twice.
Pick one feeling each day; say “I feel …”.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: short a /æ/
Make a clear, age-respectful request in real contexts.
water, break, bathroom, hungry, thirsty, please
2. Model: “Look at the picture. Listen: water. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: May I have water, please? / I need a break. / I am thirsty. / Where is the bathroom?
4. Story: I want some water. I ask politely. I say thank you.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Request one preferred item with words, gesture, or AAC three times.
Practice one real-life request before a meal.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: short i /ɪ/
Combine one descriptive word with one noun.
red, blue, green, black, cup, key
2. Model: “Look at the picture. Listen: red. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: The cup is blue. / I see a green bag. / The key is here. / What color is it?
4. Story: I see a blue cup. I see a red book. I find a green bag.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Describe 3 objects by color or category with supports.
Find and describe three objects at home.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: short o /ɑ/
Use language to navigate a familiar room.
left, right, here, there, door, window
2. Model: “Look at the picture. Listen: left. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: The door is there. / The book is here. / Go left, please. / I see the window.
4. Story: I look for the door. I go to the left. I find the window.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Follow or communicate two one-step location commands.
Practice here/there while pointing to objects.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: p /p/
Use action words in requests and short descriptions.
open, close, sit, stand, read, write
2. Model: “Look at the picture. Listen: open. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: Please open the book. / I can read. / I can write. / Please close the door.
4. Story: I open my book. I read one sentence. I close my book.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Complete or indicate 4 of 6 familiar actions with supports.
Use two action words during a daily routine.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: c /k/
State a preference using like / do not like.
apple, rice, bread, milk, banana, favorite
2. Model: “Look at the picture. Listen: apple. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: I like apples. / I do not like milk. / Rice is my favorite. / May I have bread, please?
4. Story: I see apples and bananas. I choose an apple. It is my favorite.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Make 2 choices and communicate the reason with prompts.
Say one like and one do-not-like at snack time.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: f /f/
Sequence two everyday activities with picture support.
morning, afternoon, evening, today, first, next
2. Model: “Look at the picture. Listen: morning. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: First, I get ready. / Next, I go to school. / Today is a new day. / I read in the evening.
4. Story: First, I wake up. Next, I eat breakfast. Then, I go to school.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Place 2 or 3 routine steps in a sensible order.
Describe “first” and “next” in two home activities.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: l /l/
Answer literal who/what/where with visual or verbal responses.
who, where, what, because, then, finally
2. Model: “Look at the picture. Listen: who. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: Who is in the story? / Where are they? / Then we read. / Finally, we finish.
4. Story: Maya has a blue bag. She takes the bag to school. Then she reads a book.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Answer 2 out of 3 story questions with appropriate supports.
Retell the Maya story with three pictures or sentences.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
Sound: review
Demonstrate functional communication across at least 3 practiced topics.
hello, please, help, read, feel, choose
2. Model: “Look at the picture. Listen: hello. I will say it again. Now you try, or show me the picture.”
3. Useful phrases: Hello, my name is Irisly. / I can make a choice. / Please help me understand. / I can tell my own story.
4. Story: I say hello to my teacher. I ask a question. I read a short story. I am proud of my progress.
5. Check: “What did you hear? Can you point or tell me? If you need help, say: Please help me.”
Compare with baseline; count supported and independent skills separately.
Make a mini photo book with three original captions.
Teacher notes: access ____ independent ____ prompted ____ mode ____ next adjustment ____
UFLI Foundations Toolbox [free] — Free official lesson materials; non-commercial conditions
https://ufli.education.ufl.edu/foundations/toolbox/
UFLI Printable Resources [free] — Roll and Read, Decodables K/1/2
https://ufli.education.ufl.edu/foundations/printable-resources/
Starfall [mixed] — ABCs, phonics and beginner reading
https://www.starfall.com/
Reading Rockets [free] — Teaching strategies; phonics and comprehension
https://www.readingrockets.org/
Storybooks Canada [free] — 5 levels; audio speed control on the site
https://storybookscanada.ca/how-to/
Unite for Literacy [free] — Short illustrated / photo books with narration
https://www.uniteforliteracy.com/
Monarch Reader [free] — Simple accessible books for diverse communication needs
https://monarchreader.com/
Storyline Online [free] — Actor-read stories; use YouTube speed where available
https://storylineonline.net/
Little Fox [mixed] — Nine levels animated stories, limited free selection
https://www.littlefox.com/en/free
Epic [paid] — Read-To-Me titles, library and paid home access
https://www.getepic.com/
Reading Eggs Canada [paid] — Sequenced phonics reading lessons and books
https://readingeggs.ca/pricing/
Raz-Kids [paid] — Teacher-managed graded listen/read/quiz books
https://www.raz-kids.com/
Vooks [paid] — Animated read-aloud storybooks
https://www.vooks.com/
Fathom Reads [mixed] — Read-aloud pace and highlighting options
https://www.fathomreads.com/
Book Creator [mixed] — Make personalized picture books; adjustable reading speed
https://bookcreator.com/
Toronto Public Library Kids [library] — Digital children’s reading resources; library eligibility applies
https://tpl.ca/resources/kids/
Markham Public Library Kids [library] — BookFlix and digital reading resources; library eligibility applies
https://markhampubliclibrary.ca/kids-subject/books-reading/
Libby [library] — Free borrowing via a participating library card; audiobooks rate control
https://www.libbyapp.com/
ASHA Cochlear Implants [free] — Guidance for individualized auditory and language rehabilitation
https://www.asha.org/Practice-Portal/Professional-Issues/Cochlear-Implants/
ASHA Child Audiologic Habilitation [free] — How listening and speech-language supports complement education
https://www.asha.org/public/hearing/child-audiologic-habilitation/
Hearing First Ling Six Sounds [free] — Listening check guidance; coordinate with CI team
https://www.hearingfirst.org/b/blog/posts/how-to-practice-daily-listening-checks-with-ling-six-sounds
VOICE for deaf/hard of hearing children Ontario [free] — Educational resource guide and IEP information
https://www.voicefordeafkids.com/Educational-Resources
The package includes three previously created interactive HTML files and two original UFLI Kindergarten PDFs supplied in earlier chats. UFLI credit: © 2022 University of Florida Literacy Institute. Official notice permits educational use/adaptation/sharing with attribution but prohibits selling materials or using them commercially. Review its official terms before use in a paid program.
Commercial textbooks mentioned earlier, including Teach Your Child to Read in 100 Easy Lessons by Engelmann et al. (1983) and the different 2019 J. J. Smith title, are listed as references only. Their full texts are not re-packaged here.
HTML audio uses the device/browser’s speech synthesizer, not bundled studio human recordings. Voice options, naturalness, word highlighting, audio access and microphone permissions vary by device. Select a US English voice when available and test with the learner; teacher live modeling is the reliable fallback.
Sources reviewed 29 October 2026: UFLI (ufli.education.ufl.edu), ASHA (asha.org), Hearing First (hearingfirst.org), Storybooks Canada (storybookscanada.ca), Book Creator (bookcreator.com), VOICE Ontario (voicefordeafkids.com). Website plans and prices can change.