# Foundation/Prep English · Term 1 · weeks 5–6

**Status:** original teaching draft; human educator, local curriculum, accessibility and accuracy review **pending**.  
**Scope:** ten 25-minute lessons (Days 21–30), original adult-read stories and rhyme, two fully controlled child-read mini-texts, printable cards, and a formative two-week check. This block continues the first four weeks; it is not a complete Foundation English year.  
**Year label:** Australian Curriculum **Foundation Year**; **Prep** is the Queensland label. This is not a pre-Prep kindergarten program.

## Open, download and adapt

- [Daily lesson scripts](LESSONS.md)
- [Original stories, rhyme and child-reading materials](MATERIALS.md)
- [Assessment, rubric and next-teaching guide](ASSESSMENT.md)
- [Black-and-white printable letter and sound-box cards](print-cards.svg)
- [Black-and-white printable three-event story strip](story-strip.svg)
- [Source, mapping and rights record](manifest.json)

The original lesson text, stories, assessment and print design are © 2026 NeuroForgeIO Pty Ltd and licensed under [Creative Commons Attribution 4.0 International (CC BY 4.0)](https://creativecommons.org/licenses/by/4.0/). You may share, print, edit and reuse them, including commercially, with attribution and an indication of changes. Suggested credit: **“SubjectNest Foundation/Prep English Weeks 5–6, NeuroForgeIO Pty Ltd, CC BY 4.0.”** Link to this pack and the licence when possible. The ACARA curriculum source and cited external research remain under their **own** terms and are not relicensed by this grant.

## Start from what was taught

Weeks 1–4 introduced **m, a, s, t, p, i, n, c, e, r, d, o, g, l, f** in the specific sound values listed in those packs. Capital **S, T, P, C, D** were taught for names and sentence starts. This pack reviews those links cumulatively and adds one new grapheme–phoneme correspondence on each of Days 21–28. A child who needs more time can keep reading from the secure set while still participating in adult-read stories and meaning-making. Do not mistake teacher-read material for independent child decoding.

| Day | New correspondence | Controlled child-reading examples | Important boundary |
| --- | --- | --- | --- |
| 21 | **b/B** → /b/ | **bat, bed, bin, bag; Bob sat.** | **B** begins fictional name Bob. |
| 22 | **u** → /ʌ/ as in *up* | **up, sun, mud, bug, run, fun; Bob dug.** | No /uː/ value of **u** is taught. |
| 23 | **h** → /h/ | **hat, hen, hid, hop, had; Bob hid.** | Say /h/ without “huh”. |
| 24 | **k/K** → /k/ | **kit, kid, kin; Kit hid.** | **k** shares /k/ with taught **c** in this set; the full spelling choice is later learning. |
| 25 | **v/V** → /v/ | **van, vet, vat; Val met Kit.** | **V** begins fictional name Val. |
| 26 | **w** → /w/ | **wet, win, wag, web, wig; Kit got wet.** | *was* is excluded: its final **s** has an untaught /z/ value. |
| 27 | **j/J** → /dʒ/ | **jam, jet, jog, jig; Jem sat.** | *juice* and other untaught spellings are adult-only. |
| 28 | **z/Z** → /z/ | **zip, zap, zest; Zak ran.** | **zest** has four sounds and is modelled as an extension. |
| 29 | No new link | Choice of two original controlled mini-texts | Comprehension and a child-made variation. |
| 30 | No new link | Five unseen CVC words in the check | Use the evidence to choose next teaching. |

This is a **pack-level instructional order**, not an ACARA-prescribed sound sequence. In these Australian English examples, the short vowels are **a** /æ/, **e** /ɛ/, **i** /ɪ/, **o** /ɒ/ and **u** /ʌ/. Teach letter names alongside sounds, but check them separately. Keep stop sounds clean, without an added “uh”. Use the school's adopted handwriting formation model. Child-read cards use only the sound values already taught by their first-use day; adult-read stories use unrestricted age-suitable vocabulary and are never decoding tests.

## Curriculum and evidence source

Lesson headers give exact, **provisional** links to Foundation English content descriptions in the [ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx). The preserved workbook was downloaded 29 September 2026; its SHA-256 is `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [ACARA English learning-area page](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english) explains the Language, Literature and Literacy strands and integrated language modes. Check the [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) and local implementation before using this with a later cohort.

Short, explicit model–guided practice–independent checks and responsive reteaching are informed by the Australian Education Research Organisation's [Teach explicitly](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly), [Early literacy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) and [Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) guides. These sources inform this draft; they do not certify it or promise an outcome for an individual learner.

Offer real format and response choices: live adult reading or a locally made recording with transcript, large print, text-only view, tactile/movable letters, uncluttered sentence strips, a quiet space, speech, AAC, pointing, typing or handwriting. Record the goal shown and the route used. Do not require eye contact, speed or a public oral answer. If hearing or speech access changes what an English-sound task can show, co-plan a suitable route with the learner, family and relevant specialist rather than interpreting inaccessible evidence as a deficit.

No third-party story, picture, worksheet or recorded voice is included. Official ACARA material has [separate copyright and reuse terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), including item-level exceptions. SubjectNest is not affiliated with or endorsed by ACARA. Human review of curriculum fit, content and accessibility remains pending even though the **original** pack materials have an approved CC BY 4.0 reuse licence.