English · ten daily scripts, Days 91–100Foundation English · T2 W19–20 · Lesson sequence

Each block is 25 minutes. Open the original texts and child cards and keep assessment transfer unseen until Day 100. Codes in this pack are proposed partial ACARA v9 Foundation English links. Record one child's first independent response, prompt, access route and tomorrow's move; rotate which children you sample closely. Whole-class choral reading is practice, not individual evidence. If an item cannot be accessed with available support, record not observed, not zero.

Week 19 · Day 91 — What is a prediction?

Goal: distinguish “I think” from “I saw”; retrieve known sounds in red, cup, mat, see. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY10. Prepare: fiction A and four prompt cards in MATERIALS.md; four child word cards without pictures.

1. Retrieve · 3 min. Show red and see; model /r/ /e/ /d/ only after the child's attempt, and point to ee as one /iː/ sound in see. Note any previously taught link needing review.
2. Listen · 5 min. Read adult fiction A with print hidden. Ask, “What did Nia think would happen before the test?” Accept a selected prompt card, speech, sign, AAC or drawing. Do not count a copied phrase as independent reading.
3. Model · 4 min. Put “I think ...” before “I saw ...”. Say, “I think the cup may go farther” is a prediction; “In those tries it stopped near the start” reports an observation. Both are from the made-up story.
4. Guide and try · 7 min. Reread a short fiction sentence orally. Learners sort two spoken statements into prediction or observation, then independently explain one choice. Ask where the story stops short of a rule about all cups.
5. Print · 4 min. Shuffle red, cup, mat, see. Ask one child privately to touch graphemes, blend and say a meaning. Reveal no object until after the first blend.
6. Exit · 2 min. “Did Nia see that every cup rolls farther on ridges?” Expect no: only the story's tries were described. Reteach evidence words tomorrow if prediction/observation was confused.

Choice and access: adult text live or locally recorded with transcript, spoken/tactile numbered prompts, quiet private answer. Record decoding and listening separately.

Week 19 · Day 92 — Put the test in order

Goal: retell question/prediction/action/observation without inventing a result; read a controlled sentence. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY10. Prepare: sequence mat, fiction A, word cards for A red cup is on a mat.

1. Retrieve · 3 min. Ask “Which comes first: ‘I think’ or ‘I saw’?” Hear one reason. Revisit yesterday's exact missed grapheme.
2. Model · 4 min. Retell the fiction on four boxes. Point to the first two observations near, then the next two farther; say that the story does not prove what all future trials will do.
3. Guide · 6 min. Mix four adult-read prompt cards. In pairs, children order them and place one story event under each. A child may move a marker or direct an adult.
4. Print try · 7 min. Present A red cup is on a mat. without a picture. Ask one child to point to each word and blend red, cup, mat independently; support the familiar A/is/on/a at their taught point. Then ask how many words there are: seven. If seven is beyond the child's current word-counting, model and practise; do not turn it into a reading score.
5. Compose · 3 min. Learner tells, selects or dictates one short observation from the fiction beginning “In the story I heard ...”. Mark it as story evidence, not a class-test result.
6. Exit · 2 min. Show shuffled “I saw” and “I think”; child places one before and one after an imaginary test. Next day begin with an oral sequence if reversed.

Week 19 · Day 93 — A report uses the result we have

Goal: hear a simple information text and separate a general instruction from a particular result. Proposed codes: AC9EFLY01, AC9EFLY05, AC9EFLY04. Prepare: adult information B, two child lines It can roll. It can stop., and the actual class-test record if an approved test occurred.

1. Retrieve · 3 min. Children place “I think” then “I saw” on the mat and name the difference.
2. Listen · 5 min. Read information B twice, with adult print hidden from decoding work. Ask, “What should our record match?” Expect what was actually noticed; an uncertain result is allowed.
3. Model · 4 min. Say “Some objects can roll” is a general statement; “Our cup stopped at this mark on Tuesday” needs a real dated record. Use a clearly labelled fictional example if no class test exists.
4. Guide · 5 min. Give two oral statements, one a plan and one a result. Children place each by the matching mat box, then say what could make the result more trustworthy (another safe try, same setup, accurate record).
5. Print try · 6 min. Show It can roll. It can stop. one sentence at a time. Ask for independent blend of roll /r/ /ɒ/ /l/ with ll representing one /l/ in the taught word, and stop /s/ /t/ /ɒ/ /p/. Count two sentences by the two dots. Do not claim these sentences describe the class object without checking.
6. Exit · 2 min. “Can I copy Nia's story result into our real class chart?” Expect no. Keep source confusion for a small reteach group.

Week 19 · Day 94 — Choose a caption a viewer can check

Goal: read a short line, then decide whether it fits a supplied invented picture; make a clearer oral test caption. Proposed codes: AC9EFLA07, AC9EFLY04, AC9EFLY06. Prepare: draw a red cup on a mat and, separately, a blue cup beside a mat; no child names or real test claims.

1. Retrieve · 3 min. Blend red/cup with no picture, then ask which earlier sentence was about a red cup.
2. Model · 4 min. Read I can see a red cup. with children at their taught point. Reveal the first drawing. Say the words support the colour and object; they do not say how the cup moved.
3. Guide · 5 min. Reveal the second drawing. Ask whether the line fits there. Accept “cup yes; red no” with pointing or AAC. Model a revision orally without presenting untaught print as child-reading.
4. Independent try · 7 min. Show a new invented drawing of the red cup on the mat. Child independently reads A red cup is on a mat. or the shorter red cup at their current taught point, then marks supported words. Record reading before the image judgement.
5. Compose · 4 min. Child selects a real class test observation, if one exists, and dictates a precise caption with date/setup; otherwise captions the invented drawing and labels it made up. Adult scribe can spell untaught words while preserving the child's idea.
6. Exit · 2 min. Ask “Does this drawing tell how far the cup rolled?” Expect no. Tomorrow use an oral model if image and result were conflated.

Week 19 · Day 95 — What changed after the test?

Goal: give a short prediction–observation–revision explanation and read known print in a new order. Proposed codes: AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY13. Prepare: sequence mat, shuffled see, mat, red, cup, a real class record or a card clearly marked fiction.

1. Retrieve · 3 min. One child points to a prediction and an observation; ask for the source of each.
2. Model · 4 min. “I thought the ridged paper would make our toy stop sooner. In our recorded test it went farther on one try. I now think I need more tries.” Use this example only if it matches the actual record; otherwise model with the labelled invented story.
3. Guide · 6 min. Learners select four boxes, give one fact under each and receive feedback on whether the claimed result was observed. Do not supply their conclusion.
4. Independent print · 6 min. Privately shuffle four taught words, hear the first blends and ask the child to spell mat with tiles or chosen access route. Record any taught-link errors and whether the child self-corrected before a hint.
5. Share · 4 min. Child chooses private adult, partner or no public share; record a one-sentence explanation in their own words. A non-speech route is valid evidence of the idea.
6. Exit · 2 min. Name one exact next lesson move: reread a missed grapheme, rehearse two-box source distinction, or advance to the Week 20 explanation.

Week 20 · Day 96 — Pick evidence that really shows learning

Goal: choose a dated work sample and explain what it shows; review mixed taught print. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY07. Prepare: two child-owned or anonymous sample pieces with consent, mixed ten, mat, play, see cards, four-box mat.

1. Retrieve · 3 min. Show play/see; ask which team writes /eɪ/ at the end of play, and which writes /iː/ in see.
2. Model · 5 min. Use an invented adult sample: “This drawing shows my first idea. This dated second drawing shows my change. I can point to where I changed it.” Do not say it proves every skill.
3. Guide · 5 min. Show two anonymised invented samples, one with a result and one with only a plan. Children identify which supports “what happened” and why.
4. Independent print · 6 min. Privately shuffle ten, mat, play, see. Record independent blending and a child-selected spelling of ten; then let the child choose one own sample or decline and use an invented sample.
5. Explain · 4 min. Child points, says, signs or AAC-composes “This shows ... because ...”. Scribe exactly, distinguish adult prompting and do not publish identifiable work.
6. Exit · 2 min. Write one next step based on the specific print or explanation evidence.

Week 20 · Day 97 — Help a listener follow your idea

Goal: prepare a short explanation with a beginning, evidence and next idea; read a controlled line independently. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY07. Prepare: sequence mat, ten safe large counters or their tactile/digital equivalent, I can see ten. card.

1. Retrieve · 3 min. Orally retell the four boxes with one event in each, real or explicitly fictional.
2. Model · 5 min. With ten counters, say “First I guessed there were ten. I paired two groups of five, then counted all. I found ten. I would count again if the group changed.” Tie the claim to the displayed collection.
3. Guide · 5 min. Invite a child to point to the evidence in a supplied adult example. Ask which sentence would be a next question rather than a result.
4. Print try · 6 min. Show I can see ten. before showing counters. Child blends ten and reads known words at the taught point; then verify whether ten are actually displayed. Do not assess reading from memorising the model sentence.
5. Rehearse · 4 min. Child explains a chosen number, drawing or test sample to a private adult or partner using three chosen prompt boxes. Offer AAC, sign, drawing, typing or adult-directed scribing; note exact cues.
6. Exit · 2 min. Listener tells what they understood and asks one clarifying question. Tomorrow revise only the part that was unclear.

Week 20 · Day 98 — A question can make the explanation clearer

Goal: listen, ask a relevant question and revise a supported claim. Proposed codes: AC9EFLY02, AC9EFLY05, AC9EFLY07. Prepare: known question May I see a map? and a fictional sample of a result with a missing label.

1. Retrieve · 3 min. Show the question; child identifies the ending ?, reads a taught word and states that the sentence asks rather than grants.
2. Model · 4 min. Present a fictional paper test card saying “It went farther.” Ask “Which object? In which try?” Add an exact object/date label to demonstrate clearer reporting without inventing data.
3. Guide · 6 min. In pairs or with an adult, one explains an invented sample and the listener asks one of “What did you change?” or “What did you see?” The speaker points to evidence or honestly says “I do not know yet.”
4. Independent try · 7 min. Child revises their own or an invented explanation. Record the initial statement, listener's question and revised statement as separate evidence.
5. Print · 3 min. Reread May I see a map? with an unseen position on the page; then allow one new, adult-scribed question in the child's language. Do not score untaught spelling.
6. Exit · 2 min. Note whether the child answered with observed evidence, named uncertainty, or needs a model of the source boundary.

Week 20 · Day 99 — Edit the sentence, keep the truth

Goal: revise a short text for sentence boundary and accurate meaning. Proposed codes: AC9EFLA05, AC9EFLA09, AC9EFLY06, AC9EFLY13. Prepare: A red cup is on a mat. in moveable word tiles; a matching and a nonmatching original drawing.

1. Retrieve · 3 min. Ask a child to show the first capital and the final full stop. These signal the sentence boundary.
2. Model · 5 min. Rearrange tiles to A mat is on a red cup. Point to how the changed word order changes the claim. Restore the true caption for the matching drawing.
3. Guide · 5 min. Make one deliberate error (A red cup is on a mat without a dot or a blue cup picture) and ask which part to edit. Explain that punctuation and factual match are different checks.
4. Independent try · 6 min. Child orders the original tiles, rereads the line and checks it against one drawing. Record first version before feedback; support letter formation separately if needed.
5. Create · 4 min. Child makes a new safe paper scene and dictates or selects a truthful short caption. If their chosen idea needs untaught words, adult-scribe those clearly instead of calling it independently decoded print.
6. Exit · 2 min. Ask what they changed and why. Keep one before/after sample for tomorrow's portfolio conversation if the child agrees.

Week 20 · Day 100 — Fresh literacy and explanation check

Goal: sample retained taught links, listening comprehension, a truthful short sentence and self-explanation. Proposed codes: AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY10, AC9EFLY13. Prepare: unseen Day 100 items in ASSESSMENT.md, blank drawing paper, private record.

1. Welcome · 3 min. Say this is a chance to show what helps the teacher plan next; there is no race or public ranking.
2. Adult text · 5 min. Read fresh fiction C twice with print hidden. Ask the three comprehension questions in the assessment and note each first answer.
3. Print and sounds · 7 min. Privately show the held-out words in changed order. Ask child to blend and spell one with tiles or another established route. Give no image or sentence clue before the first read.
4. Compose · 5 min. Show the fresh invented drawing and ask for a short caption. Separate child-controlled spelling and adult-scribed idea; check capital/dot if independently available.
5. Explain · 3 min. Child selects one dated portfolio item or the invented sample and completes “This shows ... because ...” in a chosen response mode.
6. Close · 2 min. Tell the child one exact strategy noticed. Record next teaching move from the rubric, including not observed for an inaccessible item.

This block samples selected English learning. The mathematics and integrated guides keep separate evidence. Do not label a learner by a preferred mode or use one morning's result as a midyear standard judgement.