# Foundation / Prep English · ten daily scripts, Days 101–110

Each lesson is **25 minutes**. Read [adult texts and print boundary](MATERIALS.md), use [learner cards](LEARNER-CARDS.md), and keep [fresh checks and keys](ASSESSMENT.md) teacher-only until Days 105 and 110. These are proposed **partial** ACARA v9 links. Record the child's exact first answer, prompt, access route and next teaching move; a choral answer does not establish individual decoding. The spoken vocabulary is deliberately richer than the controlled print.

## Week 21 · Day 101 — A word can name an exact thing

**Goal:** blend known CVC words and describe one noticed feature rather than only saying “nice”. **Proposed codes:** AC9EFLA08, AC9EFLY04, AC9EFLY10. **Prepare:** Card 101, adult fiction A, four large paper shapes.

1. **Retrieve · 3 min.** Show **map, mat, cap, cup** without pictures; note the first independent blend of two words.
2. **Listen · 4 min.** Read the opening of fiction A aloud. Ask what Jules made; accept pointing, speech, sign or AAC, then name **circle** orally.
3. **Model · 5 min.** Trace the paper circle and say “Its edge curves all the way around”; contrast the vague “It is good.” The longer description is adult oral language.
4. **Guide and try · 7 min.** Children inspect a triangle and circle; each independently chooses one, names or selects it and gives one visible clue. Do not correct the first idea before recording it.
5. **Print · 4 min.** Revisit **map/mat** with moveable letters; child changes the final grapheme and blends both. Name any untaught link for later instruction.
6. **Exit · 2 min.** “What can you point to that helps someone recognise this shape?” Expect a curved edge or straight sides/corners, not colour alone. Tomorrow model a missing reason if needed.

## Week 21 · Day 102 — A picture cannot show every detail

**Goal:** read a controlled caption and check a picture separately; identify one supported word. **Proposed codes:** AC9EFLA07, AC9EFLY04, AC9EFLY05. **Prepare:** Card 102; draw a red cap on a mat and a blue cap beside it.

1. **Retrieve · 3 min.** Ask for yesterday's circle clue; hear one exact word such as **curved**.
2. **Model · 4 min.** Display **A red cap is on a mat.** before the drawing. Model reading at the taught point, then reveal the matching picture.
3. **Guide · 5 min.** Point to **red**, **cap** and **on** and ask which picture part supports each. The picture does not show why anyone chose the cap.
4. **Independent try · 7 min.** Child reads or blends a taught word from the line before seeing the second drawing, then says whether the whole caption fits and names the mismatching detail.
5. **Compose · 4 min.** Child dictates one revised caption for the second picture; adult scribes untaught spelling while preserving the child's wording. Do not score scribed print as independent spelling.
6. **Exit · 2 min.** Ask if **red** fits the blue cap. Expect no; tomorrow practise exact words if a child only says “wrong.”

## Week 21 · Day 103 — A maker can change an idea

**Goal:** comprehend an adult story, give a reason for one artistic choice and read familiar print. **Proposed codes:** AC9EFLY05, AC9EFLY07, AC9EFLY04. **Prepare:** full fiction A, Card 103, a simple educator-made paper collage.

1. **Retrieve · 3 min.** Show **I can see a map.** without image; privately hear **see/map** at the child's taught point.
2. **Listen · 4 min.** Read fiction A to the end. Ask what the visitor wanted changed; avoid treating one visitor as all community views.
3. **Model · 5 min.** Say “Jules chose a circle because its edge curves”; point to the story evidence. Show how “because” joins choice and reason.
4. **Guide and try · 7 min.** Children choose a shape in the educator-made collage and complete “I notice ___ because ___” in speech, AAC, pointing plus adult narration, or child-directed scribing. Record the child's own reason.
5. **Respond · 4 min.** Ask what Jules changed after feedback and whether every real room must have two tables. Expect a bounded answer; a different child-made design is welcome.
6. **Exit · 2 min.** Child gives one reason for a shape choice. If the reason names only favourite colour, ask which edge/corner helps it serve that pictured role tomorrow.

## Week 21 · Day 104 — One reason, another viewer

**Goal:** use precise descriptive vocabulary in a short audience-aware explanation and review taught words. **Proposed codes:** AC9EFLA08, AC9EFLY02, AC9EFLY04. **Prepare:** Card 104, description mat and a different original paper shape picture.

1. **Retrieve · 3 min.** Shuffle **map, red, cup, ten, see**; hear one independent blend and one **ee** explanation.
2. **Model · 4 min.** Describe a paper triangle to a listener who cannot see it: “It has three straight sides and three corners.” Give no colour clue first.
3. **Guide · 5 min.** Partner or adult selects among a circle, triangle and square after hearing a description; discuss which clue made the choice possible.
4. **Independent try · 7 min.** Child describes one hidden shape with an exact clue and listens while a partner or adult selects; the child checks whether the selected card matches. Private/AAC route works.
5. **Revise · 4 min.** Child changes one word after listener feedback. Note whether it improves shape evidence rather than volume or confidence alone.
6. **Exit · 2 min.** Ask “What could you add if your listener picked the wrong shape?” Expect a side/corner/curve clue. Prepare fresh Day 105 card separately.

## Week 21 · Day 105 — Fresh description and print check

**Goal:** hear a new shape description, give a bounded reason, and retain selected taught print. **Proposed codes:** AC9EFLA08, AC9EFLY04, AC9EFLY05, AC9EFLY10. **Prepare:** unseen shape and prompt in [assessment](ASSESSMENT.md), Card 105 for warm-up only.

1. **Welcome · 3 min.** Say this check helps plan the next lesson; children may respond privately and have time to think.
2. **Warm print · 4 min.** Show **A map is on a mat.** before a picture; hear **map/mat** independently at the taught point.
3. **Fresh listen · 5 min.** Read the held-out two-clue description once, then again; no shape is shown until the child's first selection.
4. **Independent reason · 7 min.** Child selects or names the matching shape and gives one clue. Preserve first response, exact adult cue and response mode.
5. **Check · 4 min.** Reveal the shape and a plausible nonmatch; ask which supplied clue excludes the nonmatch. Feedback comes **after** the first response.
6. **Exit · 2 min.** Teacher records a specific move: oral clue rehearsal, picture/word meaning check, or a missed taught grapheme. Do not turn one item into a broad Arts or English standard judgment.

## Week 22 · Day 106 — A route needs a start

**Goal:** listen to a two-step fictional direction and identify the start separately from the destination. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY04. **Prepare:** adult text B, Card 106, paper star/book/cup map.

1. **Retrieve · 3 min.** Read **I can see a map.** before revealing the paper map; note any independent blend of **map**.
2. **Listen · 4 min.** Read adult text B aloud. Ask which symbol marks the start, which is first stop and which is next stop.
3. **Model · 5 min.** Move one paper visitor from star to book, pause, then book to cup. Say each step with its reference point; do not call the real classroom map identical.
4. **Guide and try · 7 min.** Adult repeats the two directions; child directs or moves a marker one leg at a time on a new orientation. Record if the child began at the named star.
5. **Explain · 4 min.** Ask why “go to the cup” alone may be unclear without a start or first leg. A child may point rather than use a long sentence.
6. **Exit · 2 min.** “Where was the visitor after step one?” Expect book. Tomorrow rehearse start/first/next if endpoints were skipped.

## Week 22 · Day 107 — A position word has a reference

**Goal:** distinguish **on**, **under** and **beside** in oral language while reading a controlled **on** sentence. **Proposed codes:** AC9EFLA08, AC9EFLY04, AC9EFLY02. **Prepare:** Card 107, large paper cap/mat symbols, adult direction cards.

1. **Retrieve · 3 min.** Child reads or points through **A cap is on a mat.** before props appear.
2. **Model · 4 min.** Put the paper cap **on** the mat, then **beside** it. Say “beside the mat,” naming the reference each time.
3. **Guide · 5 min.** Adult says “under the mat”; child chooses among safe flat paper placements or directs an adult. Do not insist on body movement.
4. **Independent try · 7 min.** Give a new paper cap/mat layout. Child says or selects a position word and completes “The cap is ___ the mat.” Record first response before moving the prop.
5. **Check · 4 min.** Move the mat while leaving cap fixed; ask whether the old relation still holds. Discuss position as relative rather than a permanent property.
6. **Exit · 2 min.** Ask “Beside **what**?” A valid reply names the reference object. Tomorrow combine two relations.

## Week 22 · Day 108 — Two connected directions

**Goal:** give steps in order with an explicit reference; blend selected taught print independently. **Proposed codes:** AC9EFLY02, AC9EFLY07, AC9EFLY10. **Prepare:** Card 108, descriptor/route mat and fictional paper markers.

1. **Retrieve · 3 min.** Shuffle **map, mat, play, see**. Privately hear two blends and ask which letter team works in **see**.
2. **Model · 4 min.** On paper, say “First star to book; then book to cup.” Point out that the first destination becomes the next start.
3. **Guide · 5 min.** Child orders adult-read Start/First/Next cards and checks two arrows with a finger or pointer.
4. **Independent try · 7 min.** Child gives a new two-step route for a paper visitor using speech, sign, AAC or adult-directed markers. The listener follows only what is stated, without guessing.
5. **Feedback · 4 min.** Listener reports where the route ended; child clarifies one missing reference or order word and tries again. Preserve first and revised directions.
6. **Exit · 2 min.** Ask what changes if step two begins from the original star instead of the book. Expect a different route; offer a concrete recheck if uncertain.

## Week 22 · Day 109 — Check the destination, revise the words

**Goal:** compare a spoken two-step instruction with a paper route, revise one unclear direction and keep child print distinct. **Proposed codes:** AC9EFLY05, AC9EFLY06, AC9EFLY04. **Prepare:** Card 109, fresh practice paper map and moveable marker.

1. **Retrieve · 3 min.** Read **A map is on a mat.** without image; if the child relies on the whole line from memory, shuffle **map/mat** separately.
2. **Model · 4 min.** Give an incomplete paper direction “Go to the cup.” Ask which start is missing, then add “From the star ...”.
3. **Guide · 5 min.** Together follow “star to book; book to cup”; deliberately move the cup symbol and ask which step needs revision.
4. **Independent try · 7 min.** Child instructs another person on a different paper arrangement. Listener stops at the stated end. Child says if it matches the intended destination and gives a clearer revision if needed.
5. **Compose · 4 min.** Adult scribes the child's two steps; child checks sequence words or selects Start/First/Next labels. Score spoken route separately from adult spelling.
6. **Exit · 2 min.** Ask child to name one reference in the revised route. Keep the fresh Day 110 map unseen.

## Week 22 · Day 110 — Fresh listening, print and route check

**Goal:** independently interpret an unseen two-step paper route, retain taught graphemes and give one precise position statement. **Proposed codes:** AC9EFLY02, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY13. **Prepare:** [held-out assessment](ASSESSMENT.md), blank paper and private record.

1. **Welcome · 3 min.** Explain that the check chooses next teaching, not a race or a public score.
2. **Listen · 5 min.** Give the fresh route once and repeat by the child's usual access route; do not point to the destination.
3. **Print · 5 min.** Show held-out CVC words with no picture or sentence; hear first blends and ask for one child-controlled spelling with letters or tiles.
4. **Independent route · 7 min.** Child moves or directs the marker through two steps, names the final position relative to a labelled object and gives one reason for the order.
5. **Check · 3 min.** Teacher reveals the key only after first response. Child may revise; record first and revised routes separately.
6. **Close · 2 min.** Record a specific next move: one-step directions with reference, two linked legs, oral vocabulary, or a taught grapheme recheck. **Not observed** is appropriate when the offered route did not provide access.

An English route answer does not establish the mathematics spatial standard by itself; the [maths check](../../../mathematics/term-3/weeks-21-22/ASSESSMENT.md) samples that separately.