# Foundation/Prep English · Term 2 · weeks 13–14

**Status:** original teaching draft; human educator, local curriculum, accessibility, safeguarding and accuracy review **pending**.\
**Scope:** ten 25-minute English lessons (Days 61–70), original fictional and source-based adult texts, controlled child-reading, plant observation language, two printable aids with exact text alternatives, and a two-week formative assessment. These are two weeks of a longer draft sequence, not a complete Foundation English year.\
**Year label:** Australian Curriculum **Foundation Year**; **Prep** in Queensland. This is not pre-Prep kindergarten.

## Open, download and adapt

- [Ten daily teacher scripts](LESSONS.md)
- [Original adult and child-reading texts, source notes and exact aid alternatives](MATERIALS.md)
- [Assessment, rubric and next-teaching decisions](ASSESSMENT.md)
- [Printable fiction-and-fact source mat](fiction-fact-mat.svg)
- [Printable plant evidence and sentence card](plant-evidence-card.svg)
- [Curriculum mapping, rights and file hashes](manifest.json)

The original lesson wording, texts, assessment and vector designs are © 2026 NeuroForgeIO Pty Ltd and licensed [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Print, share, adapt and reuse them, including commercially, with attribution and an indication of changes. Suggested credit: **“SubjectNest Foundation/Prep English Weeks 13–14, NeuroForgeIO Pty Ltd, CC BY 4.0.”** Link the pack and licence where possible. ACARA, ABS, AIFS and AERO material retains its **own** rights; the SubjectNest licence does not cover it. No third-party text, image, worksheet or recorded voice is embedded.

## Fit with the class week

The [40-week planning map](../../../year-sequence.md) calls for fiction/factual account and character viewpoint in Week 13, then question words and an observed-plant sentence in Week 14. Pair these 25-minute English lessons with the separate [people-in-a-story integrated guide](../../../term-2/week-13-people-in-a-story.md) and [looking-again-at-plants guide](../../../term-2/week-14-looking-again-at-plants.md). The English work builds oral meaning, phonics, reading and writing evidence. It does not infer a child's family knowledge from fiction, require public disclosure, or turn a fictional plant model into a real observation.

Days 1–60 established 25 single-letter links except **q** on its own; selected starting **q followed by u** cues **/k/ then /w/**, two phonemes, in words such as **quit**; **sh**, **ch**, voiceless **th** and final **ck** each represent one phoneme in selected words; **x** represents /k/ then /s/ in the taught position. The separate article **a/A** /ə/, **is** /ɪz/ and **it/It** /ɪt/ were taught in bounded contexts. This fortnight adds:

| First day | Printed link | Selected child-read examples | Exact boundary |
| --- | --- | --- | --- |
| 61 | final **ng** → /ŋ/ | **ring, sing, bang, song** | Two letters represent **one** sound at the end of these words. Do not read final **ng** as /n/ then /g/ here. |
| 63 | final **ll** → /l/ | **bell, hill, fill, Nell** | Two letters represent **one** /l/ in this selected short-vowel set. No claim that every final /l/ is written **ll**. |
| 66 | final **ss** → /s/ | **hiss, mess, moss, fuss** | Two letters represent **one** /s/ in this selected short-vowel set. Do not apply it to every final /s/. |
| 67 | common word **has** → /hæz/ | **It has a stem.** | **h** /h/, **a** /æ/, **s** /z/ in **has**. This extends the previously taught **is** /ɪz/ but does not generalise every **s** to /z/. |

Week 13's adult-read fiction and factual account are [separate source types](MATERIALS.md). A 2021 Census-based AIFS summary reports family household categories; it cannot tell what a fictional character felt or who is in any particular learner's family. The child's own family information is optional, private and governed by the school's procedures. **Who, What, Where, When, Why** appear only in adult speech or adult-read labels; their spelling patterns are **not** child-decoding targets here.

Week 14's adult observation script has blanks that the teacher fills **only after** a real, safe view of a school-approved plant. The child makes a controlled sentence from what was actually visible: **It is a plant.** is available for an approved real plant; **It has a stem.**, **It has a bud.** or **It is in a pot.** require that exact feature or setting to be observed. Child-reading and the quality of plant evidence are recorded separately. A plant may look the same between dated views; neither print nor a hoped-for change can create an observation.

**Pronunciation check for plant:** [Macquarie University's Australian Voices research](https://www.mq.edu.au/faculty-of-medicine-health-and-human-sciences/departments-and-schools/department-of-linguistics/our-research/collective-for-language-sciences/australian-voices/further-study) says **plant** commonly has the short /æ/ of **cat** in Australian English, while some speakers use the longer vowel of **cart**, especially in South Australia. The child-reading path /p/ /l/ /æ/ /n/ /t/ applies **only when it matches the learner's spoken word**. For a longer-vowel pronunciation, treat **plant** as an adult-read or explicitly word-taught local variant and use another truthful, fully taught child line when available. A dialect difference is not a reading error.

## Sources, access and review

Codes are exact **proposed** Foundation English links in the [ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026; original workbook SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. Consult [ACARA English](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english), [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) and [rights terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) before local use. ACARA does not endorse SubjectNest. The exact sound sequence is our instructional choice, not an ACARA mandate.

The Week 13 original factual paraphrase is checked against [AIFS families and family composition](https://aifs.gov.au/all-research/facts-and-figures/families-and-family-composition) and the [ABS 2021 Census family-composition definition](https://www.abs.gov.au/census/guide-census-data/census-dictionary/2021/variables-topic/household-and-families/family-composition-fmcf), accessed 29 September 2026. It is a dated account about **2021 Census categories**, not a current count or a definition of each child's family. AERO [Teach explicitly](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly) and [Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) inform the model–guide–try and recheck cycle; links are paraphrased, not certifications.

Offer live adult reading or a locally made recording with transcript, plain text, large/tactile print, movable or digital tiles, phoneme boxes, a quiet/private audience, and speech, AAC, sign, pointing, drawing, typing or handwriting for meaning. Record what was independent and the route used; do not equate a picture match with decoding, handwriting speed with understanding, or public sharing with confidence. If hearing or speech access changes a phoneme check, co-plan its valid route and interpretation with the learner, family and relevant specialist. Follow school policy for child records, safe plant access, image capture and family information. No ready-made translation or audio recording is claimed.