# Ten Foundation/Prep English lessons · Days 51–60

Each lesson is **25 minutes**. Use the original passages and controlled print in [MATERIALS.md](MATERIALS.md). Adult passages are for listening and meaning; do not present them as child decoding. Codes are proposed links to ACARA v9 Foundation English, not official approval or proof that a description is completed. Keep a roster with exact exit item and response, independent/after model/not observed, meaning response and access route. After recording an independent attempt, give one short model and retry.

## Week 11 · Day 51 — q followed by u in two sounds

**Proposed codes:** AC9EFLE02, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.\
**Goal:** Recognise **q/Q** with following **u**, say /k/ then /w/ in this spelling sequence, and decode **quit/quiz/Quin** from print.\
**Prepare:** adult story A, **q/u** and prior cards, four sound boxes, **quit, quiz, Quin, ten** cards.

1. **Cumulative retrieve · 3 min.** Show **a, is, x, sh, ch, ten** in mixed order. Ask for three independent reads/links across the group and note one uncertain link without slowing the new model.
2. **Adult-read story · 4 min.** Read *The Ten Board* aloud. Ask “What stayed ten? What changed on the second board?” Accept ten large counters, marks, AAC or speech for meaning; this is not a maths assessment.
3. **Oral-to-print model · 5 min.** Say **quit** with print hidden: /k/ /w/ /ɪ/ /t/. Place four counters. Reveal **q u i t**, pointing to **q** followed by **u** for the starting /k/ then /w/. Say “These two printed letters work as a fixed starting pair in our words, but we still hear **two** starting sounds. Do not call /kw/ one sound or use **u** /w/ by itself.” Show capital **Q** in the fictional name **Quin**; use the school's formation cue.
4. **Guide and try · 7 min.** Model **quit** with four boxes; guide **quiz** /k/ /w/ /ɪ/ /z/, then invite **Quin** /k/ /w/ /ɪ/ /n/. Explain *quit* means stop an activity and *quiz* can be a friendly question game only after blending. Read familiar **ten** /t/ /ɛ/ /n/ as a word under the ten-counter board.
5. **Meaning and difference · 4 min.** Ask “Which board did the classmate prefer? Does the adult story say all learners would choose it?” No. Contrast **quiz** with **Quin**: same /k/ /w/ /ɪ/, changed last sound and capital name. Do not ask children to decode other q words yet.
6. **Exit check · 2 min.** Show **quit** in a changed order. Ask for the blend and number of phonemes; expect four. Record both and whether the q-u sequence was independently identified.

**Access routes:** tactile/large separate q and u in adjacent boxes, counters, digital tiles, quiet response, teacher-read story with transcript, speech/AAC/pointing for meaning. A child can select /k/ then /w/ through AAC if oral production is inaccessible.

## Week 11 · Day 52 — The pair stays together in words

**Proposed codes:** AC9EFLA09, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.\
**Goal:** Keep the starting q-u sequence in order, read a new word and two controlled sentences, and spell one q-u word.\
**Prepare:** four boxes, **quip, Quin got a box. Quin had a quiz.** strips, word tiles, adult story A for recall.

1. **Retrieve · 3 min.** Reblend **quiz, Quin, quit** without a picture. Ask for the two starting sounds, then reread **ten**. Give one model to a learner who merges /k/ and /w/.
2. **Oral memory · 4 min.** Ask what Quin did after the classmate found the long board hard to check. Reread one relevant sentence of adult story A if needed. “The long story words are mine to read; the short strip is yours to decode.”
3. **New-word model · 5 min.** Say **quip** /k/ /w/ /ɪ/ /p/ into four counters; reveal **q u i p** and blend. Explain a *quip* is a brief clever remark **after** decoding. Keep q followed by u as the selected spelling pair; no broad q spelling rule is claimed.
4. **Sentence reading · 7 min.** Show **Quin got a box.** and **Quin had a quiz.** Model tracking the first name, then listen to independent blends. Read **a** as the taught unstressed article, and use a careful form for natural reduced words. Ask which sentence mentions a question game. Record any adult-supplied word.
5. **Encode · 4 min.** Hide print and dictate **quiz**. Learners segment /k/ /w/ /ɪ/ /z/, select/write **q u i z** and reread. Ask where capital **Q** would be needed for a person's name, not for the common word quiz.
6. **Exit check · 2 min.** Show **quip** again in a fresh position and ask for an independent blend; then ask whether **Q** in **Quin** begins a name. Record reading and capital knowledge separately.

**Access routes:** adjacent large/tactile q-u tiles, four counters, one sentence per strip, AAC sound sequence, typing/tiles for spelling, quiet/private turn and adult-read story replay with transcript.

## Week 11 · Day 53 — th for the quiet tongue sound

**Proposed codes:** AC9EFLA08, AC9EFLE04, AC9EFLY09, AC9EFLY10, AC9EFLY12, AC9EFLY13.\
**Goal:** Hear /θ/, link **th** to one sound in **thin/thud/moth**, and distinguish it from two starting sounds in q-u.\
**Prepare:** oral rhyme B, **th** tile, three sound boxes, **thin, thud, moth** cards.

1. **Retrieve · 3 min.** Read **Quin, quiz, ten**. Ask how many beginning sounds q-u cues; expect /k/ then /w/. Mark an exact error for later practice.
2. **Oral rhyme · 4 min.** Read *Moth and Thud* twice. Ask which spoken words rhyme with **moth** and **thud**. Do not display *cloth* as child print.
3. **Sound-team model · 5 min.** Say **thin** /θ/ /ɪ/ /n/ with print hidden. Model a natural voiceless /θ/ without requiring children to put a finger on their mouth. Reveal **th i n**: “Here **t** and **h** together write **one** sound /θ/.” Put **th** in one sound box. Say that **the/this/that** use another th sound and stay adult-read.
4. **Guide and try · 7 min.** Model **thin**, guide **thud** /θ/ /ʌ/ /d/, and ask for **moth** /m/ /ɒ/ /θ/. Keep **th** together at the start or end. Explain *thud* as a dull sound and *moth* as an insect after the blend; no live insect handling is needed.
5. **Encode and compare · 4 min.** Dictate **thin** with print hidden. Learners say three sounds, choose **th i n**, and reread. Ask “Why does this word have four letters but three sound boxes?” Two letters write one /θ/ sound.
6. **Exit check · 2 min.** Show **moth** out of order. Ask for a blend and the two letters that write its last sound. Record independently.

**Access routes:** large/tactile th tile kept together, raised three boxes, clear mouth model or visual sound-choice board, quiet response, AAC/pointing/typing, and adult-read rhyme with transcript. Do not treat inability to produce /θ/ orally as failure to recognise its spelling.

## Week 11 · Day 54 — Read a tiny imagined moth story

**Proposed codes:** AC9EFLE02, AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY12.\
**Goal:** Blend **spot** with two starting consonants, read the controlled Quin/moth mini-text, and retell only its stated events.\
**Prepare:** mini-text S, four boxes, **spot** card, three blank event cards.

1. **Retrieve · 3 min.** Read **moth, thin, Quin** in mixed order. Ask which word has th at its end. Note whether q-u still gives two sounds.
2. **Oral anticipation · 4 min.** Say “A moth can be in an imagined story. We have not observed a real one here.” Ask where a character might notice something; accept fictional ideas without treating them as facts.
3. **Model adjacent sounds · 5 min.** Say **spot** /s/ /p/ /ɒ/ /t/ into four boxes, then reveal **s p o t**. Touch **s** and **p** separately; do not teach **sp** as one sound.
4. **Read the mini-text · 7 min.** Show **Quin got a mat. A moth is on it. Quin can spot it.** Model tracking on the first name, guide one missed blend, then listen to what children read independently. Use **a** /ə/ and **is** /ɪz/ as taught; read **can** carefully for blending, then naturally. Do not reveal a moth drawing before decoding.
5. **Retell and check · 4 min.** Learners place three blank event cards for Quin getting a mat, a moth on it and Quin noticing it. Ask “Does the print say where the mat is?” No. Any further detail is an imagined addition, not a decoded fact.
6. **Exit check · 2 min.** Show **spot** without the story. Ask for an independent four-sound blend and which two consonants begin it. Record both.

**Access routes:** one sentence per large/tactile strip, four counters, plain-text story, blank props only after print attempt, quiet reading, speech/AAC/pointing for retell. Adult-supported words are marked as supported.

## Week 11 · Day 55 — Ten as a word and story evidence

**Proposed codes:** AC9EFLA09, AC9EFLE05, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY10, AC9EFLY13.\
**Goal:** Reread the controlled story, spell a known word, and use **ten** as a decoded label without turning the English check into a counting score.\
**Prepare:** mini-text S, **ten** card, ten large counters or marks, **Quin / moth / mat / spot** tiles, blank evidence strip.

1. **Retrieve · 3 min.** Flash q-u, th and three earlier links; read **quit, moth, ten** once. Record the exact link still uncertain.
2. **Word and quantity boundary · 4 min.** Blend **t e n → ten** from letters. Show a board of ten large marks. Say “The printed word says *ten*. The separate maths lesson checks how we know the board shows ten.” Do not count a picture match as decoding.
3. **Reread with purpose · 5 min.** Child rereads mini-text S, first silently tracking or through an accessible route, then to a chosen listener. Record which words are independent now compared with Day 54. Give a model after the first record if needed.
4. **Retell and adapt · 7 min.** Use blank cards to retell the three printed events. Replace **mat** with the taught word **box** on a separate variation strip; ask whether **A moth is on it** still makes sense as an imagined story. Check the changed word by letters and meaning, then restore original for evidence.
5. **Spell and inspect · 4 min.** Dictate **ten** with print hidden; learners place/write **t e n**, then add the word label to their own ten-mark board if relevant. Ask for a capital and stop mark in **Quin got a mat.** without scoring maths.
6. **Exit check · 2 min.** Present **A moth is on it.** in a fresh strip. Ask for an independent read and what **it** refers to in the original story. Record decoding and pronoun meaning separately.

**Access routes:** large/tactile counters or drawn marks, movable labels, text-only mini-text, private listening, AAC/pointing, typing/handwriting or dictated retell. A child may choose the board format; no fixed style label is assigned.

## Week 12 · Day 56 — Final ck as one sound

**Proposed codes:** AC9EFLY05, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.\
**Goal:** Link final **ck** to one /k/ phoneme after a short vowel in the selected words and hear the order in an adult-read shared-material story.\
**Prepare:** oral procedure/story C, **ck** tile, three sound boxes, **back, neck, duck, sock, pack, deck** cards.

1. **Retrieve · 3 min.** Revisit **q-u** as two sounds and **th** as one. Blend **quiz, moth, ten** once; note an actual missed link.
2. **Adult-read situation · 4 min.** Read *A Box for Two Makers* aloud. Ask what the first maker did **before** using the class box. Answer: asked and waited for an adult to offer it. Do not turn the printed command later into permission to take an item.
3. **Sound and print model · 5 min.** Say **back** /b/ /æ/ /k/ with print hidden, three counters. Reveal **b a ck**. “At the end of these words, **c** and **k** together write one /k/ sound.” Put **ck** in one phoneme box. This is a selected pattern, not a claim every /k/ ending is written ck.
4. **Guide and try · 7 min.** Model **back**, guide **neck** and **duck**, then invite **sock**, **pack**, **deck**. Keep final ck joined during each blend. Explain *deck* as a flat outdoor platform or a set of cards **after** reading; do not show a meaning picture first.
5. **Encode · 4 min.** Dictate **pack** with no printed model. Learners segment /p/ /æ/ /k/, choose **p a ck**, and reread. Ask why three sounds use four letters. Revisit the adult story's first/next/then order orally.
6. **Exit check · 2 min.** Show **sock** in a new position and ask for an independent blend and last sound-spelling team. Record both.

**Access routes:** tactile/large ck tile, raised sound boxes, word-by-word strips, quiet private read, digital/loose letters, AAC sound selection and adult story transcript. Learners may direct an adult to place counters.

## Week 12 · Day 57 — Two child-readable actions

**Proposed codes:** AC9EFLA09, AC9EFLY01, AC9EFLY04, AC9EFLY06, AC9EFLY11, AC9EFLY12, AC9EFLY13.\
**Goal:** Read **Get a box. Pack it.** as ordered commands after adult permission, recognise capital **G**, and match each line to a safe object action.\
**Prepare:** class-owned light box, large paper counters, **G/Get**, **Get a box. Pack it.** strips, three-step card partly covered.

1. **Retrieve · 3 min.** Read **pack, back, sock**. Ask what one sound final **ck** writes. Re-model **pack** if needed.
2. **Permission in adult speech · 4 min.** Use fictional puppets and say “Can I use the class box after you?” Model “Not yet” and “Okay, I will wait.” Then the teacher explicitly **offers** a class box. The two printed lines begin only after that offer; no learner must hand over a personal item.
3. **Capital and word model · 5 min.** Show lower **g** /g/ from earlier lessons beside capital **G**. “Same letter, new shape at the start of **Get**.” Blend **G e t → Get**; use the school's formation cue. Show **a** as the taught article /ə/.
4. **Read and act · 7 min.** Present **Get a box. Pack it.** one line at a time. Model first-line tracking, guide **Pack** /p/ /æ/ /k/ and **it** /ɪt/, then allow a private or partner-directed enactment with the offered box and safe counters. Ask what **it** names. Stop marks end each instruction.
5. **Sequence and revise · 4 min.** Swap the two strips. Ask whether **Pack it** works before we know which class box was offered. Put the original order back and have learners explain in speech, AAC, pointing or objects. Do not score a motor action as independent word reading.
6. **Exit check · 2 min.** Show **Get** and **Pack** without objects. Ask for an independent read and which line comes first. Record print and order separately.

**Access routes:** large/tactile strips, teacher-offered light object or paper symbols, child-directed adult placement, AAC/gesture, quiet rehearsal, typing/tiles. Follow local access and permission policy; no physical passing of a personal item is required.

## Week 12 · Day 58 — Three steps with first, next, last

**Proposed codes:** AC9EFLA03, AC9EFLA05, AC9EFLA09, AC9EFLY01, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07.\
**Goal:** Read a complete three-step controlled instruction, retell its order orally and make a clear page for another user.\
**Prepare:** [three-step card](three-step-card.svg), exact text alternative, offered class box, counters and mat, blank step boxes.

1. **Retrieve · 3 min.** Read **Get a box. Pack it.** from yesterday without object cues. Ask where capital letters and full stops are.
2. **Teacher-read ordered meaning · 4 min.** Reread adult text C's object actions with **first, next, then**. Ask what permission preceded them. The teacher offers the class materials before any printed step is acted.
3. **Model the last line · 5 min.** Say **Set it on a mat.** and reveal the print. Blend **Set**, **it**, **on**, **a**, **mat** from taught links; note capital **S** and stop. Model placing the offered box on the mat after packing it.
4. **Guided full read · 7 min.** Show **Get a box. Pack it. Set it on a mat.** Read one line at a time with the child, recording independent words before support. Ask who **it** refers to in the last two lines. The box should be light and safe; drawing or adult-directed placement is an equal response route.
5. **Make the user card · 4 min.** Learners place the three text strips in order on a blank mat/card, add drawing or tactile marks only after the words are read, and tell a partner **first/next/last** in their own language or AAC. Adult scribes unrestricted oral words separately from child-read print.
6. **Exit check · 2 min.** Shuffle the three lines. Ask the learner to select the first and last, read one chosen line, and explain its action. Record sequence, decoding and meaning separately.

**Access routes:** original SVG or exact plain text, large/tactile strips, digital sorting, quiet private audience, objects or picture-free cards first, AAC/sign/pointing/drawing. A copied procedure is not automatically independent composition.

## Week 12 · Day 59 — Change a step and test the user

**Proposed codes:** AC9EFLA09, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY13.\
**Goal:** Create a controlled variation, check that **it** has a clear referent, and listen to a user follow the ordered instructions.\
**Prepare:** original card, **box/bag** tiles, safe offered bag and mat or paper model, blank three-step strip, one willing user or adult puppet.

1. **Retrieve · 3 min.** Blend **pack, moth, Quin, Get** in mixed order. Note the exact spelling that needs review; do not re-teach everything indiscriminately.
2. **Adult request recall · 4 min.** Ask what a maker says before using a shared tool. Model “Can I use it after you?” and an acceptable “Not yet.” The teacher offers a class bag for the variation; the print does not override a no.
3. **Model one controlled change · 5 min.** Replace **box** with **bag** in first line: **Get a bag.** Read the whole first line and ask what **it** now refers to in **Pack it. Set it on a mat.** Keep capitals and stops.
4. **Create and read · 7 min.** Learners assemble **Get a bag. Pack it. Set it on a mat.** or restore the box version. Have them read each line, then add a small original mark/object for a user. Any richer oral detail about what goes inside is adult-scribed separately and never scored as decoded print.
5. **User trial and revision · 4 min.** A willing partner/teacher follows the child card with safe paper objects. Ask “Which step was clear? What would you change?” Child may keep a working version. Record whether the child composed, copied or repeated an adult model.
6. **Exit check · 2 min.** Show **Get a bag.** and **Pack it.** without the object. Ask for an independent read and what **it** names. Record word reading and reference understanding separately.

**Access routes:** class-owned light bag or drawn symbol, large/tactile tiles, switch/digital sorting, adult placement under child's direction, quiet/private user, speech/AAC/sign/pointing. No child has to share a personal object or perform publicly.

## Week 12 · Day 60 — Two-week evidence check

**Proposed codes:** AC9EFLA09, AC9EFLE05, AC9EFLY01, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.\
**Goal:** Show new q-u, th and ck links, transfer to unseen words, listen/retell an ordered fictional event, and create a clear short instruction with a next step.\
**Prepare:** [ASSESSMENT.md](ASSESSMENT.md), oral story D, shuffled links, word cards, safe paper objects, blank three-step strip.

1. **Set purpose · 2 min.** Say “Show me what is ready and what we should practise next. There is no race. You can ask me to repeat a direction.” Offer private and accessible response routes.
2. **Fresh oral story · 5 min.** Read *A New Counting Board* twice with print hidden. Ask learners to notice the request, reply and order of checking/change.
3. **Meaning and sounds · 5 min.** Ask the assessment's four story questions and a short oral sound sample. Record first independent responses, direction repeats and content hints.
4. **Print sample · 5 min.** Show **quilt, thick, dock, check, best** and q-u/th/ck cards separately, plus one fresh controlled sentence. Observe private individual blending during planned rotations; do not claim to hear a whole class here.
5. **Encoding and creating · 6 min.** Dictate **quiz, moth, pack, ten** with print hidden. Invite one new two- or three-line ordered card from taught tiles after adult permission; ask what **it** refers to. Record first independent work before feedback.
6. **Exit check and close · 2 min.** Ask the learner to choose **th** or **ck**, read a practised word using it and name/point to one next step. Give one precise observed strength; finish rubric after the lesson.

**Feasible administration:** The 25-minute block gathers group evidence. Private link and unseen-word checks take about 7 minutes per learner in ordinary independent-work periods across Days 56–60; extend the checking window if needed. A missing observation stays **not observed**, not zero. The English check does not decide maths equal-sharing or real-life social fairness.

**Access routes:** adult-read story with transcript, tactile/large cards, phoneme boxes, physical/digital tiles, private quiet check, AAC/sign/pointing/typing/drawing, extra response time and child-directed adult object placement. Adult-read words are meaning evidence, not independent decoding.