# Foundation / Prep English · ten daily scripts, Days 111–120

Each lesson is **25 minutes**. Use [adult-read original texts](MATERIALS.md), [clean child cards](LEARNER-CARDS.md) and the [story mat](story-and-choice-mat.svg). Keep [fresh teacher checks](ASSESSMENT.md) unseen until Days 115 and 120. These are proposed **partial** ACARA v9 Foundation links. Record one child's first independent print/meaning response, source, prompt and mode each day; rotate who you sample closely. No child must provide a personal celebration or emotion story.

## Week 23 · Day 111 — A word, a day, an event

**Goal:** retrieve word-final **ay** in known words and distinguish a named day from what happened on it. **Proposed codes:** AC9EFLY04, AC9EFLY10, AC9EFLA08. **Prepare:** Card 111, story A, large day/event cards.

1. **Retrieve · 3 min.** Shuffle **day, play, tray, mat** with no picture. Hear one first blend; ask what letter team writes /eɪ/ at the end of selected words.
2. **Listen · 4 min.** Read the first half of invented Book Day story A. Ask which day the class heard the plan and which day they shared books.
3. **Model · 5 min.** Put Monday and Thursday on a printed week strip. Say Monday came earlier *in this story*; the day name does not tell us what every child did.
4. **Guide and try · 7 min.** Adult reads three event cards: make covers, share books, pack away. Child puts them before/during/after and gives one reason tied to story wording.
5. **Print · 4 min.** Change **day** to **play** with tiles; show which sound/letter sequence stayed. Do not treat the adult story as decodable print.
6. **Exit · 2 min.** “What happened before the class shared its books?” Expect made covers/large bookmarks. Reteach source versus guess tomorrow if needed.

## Week 23 · Day 112 — Before, during, after

**Goal:** retell one invented event with three ordered parts and independently read taught short print. **Proposed codes:** AC9EFLE03, AC9EFLY04, AC9EFLY05. **Prepare:** Card 112, full story A, [story mat](story-and-choice-mat.svg).

1. **Retrieve · 3 min.** Show **It is day.** before any picture; privately hear a taught word in it.
2. **Model · 4 min.** Reread story A. Place cover-making under **Before**, book sharing under **During**, putting books away under **After**.
3. **Guide · 5 min.** Mix those cards. Child follows adult-read story clues to order them; ask which part the source says happened at lunchtime.
4. **Independent retell · 7 min.** Child tells, points, signs or AAC-composes a three-part retell for an imagined listener. Record sequence and any adult prompt separately.
5. **Check · 4 min.** Ask whether the story says every family visitor came. Expect no; it says visitors **who were able to come** and a familiar school adult was available.
6. **Exit · 2 min.** Child gives one **after** event with a source clue. Tomorrow use two-card order if three parts were inaccessible.

## Week 23 · Day 113 — Another event can have a different meaning

**Goal:** compare two fictional shared events without claiming they represent a real family's tradition. **Proposed codes:** AC9EFLY05, AC9EFLY02, AC9EFLY04. **Prepare:** Card 113 and adult story B.

1. **Retrieve · 3 min.** Show **I can play.** without image; check **play** at the child's taught point.
2. **Listen · 4 min.** Read story B aloud. Name three distinct invented events: garden-paper display, puzzle-project finish, quiet book sign.
3. **Model · 5 min.** Compare Book Day and the quiet sign: both mark a shared achievement, but one has visitors and the other does not. Neither tells us what a particular real family celebrates.
4. **Guide and try · 7 min.** Child selects two adult-read event cards, says one same and one different feature, and names the story/source supporting each.
5. **Choice · 4 min.** Invite an optional private real event *only if the child wants*; otherwise remain with fiction. Record fictional source as practice, not as proof of HASS family history.
6. **Exit · 2 min.** Ask “Can story B tell us that every family marks the same event?” Expect no. If a child generalises, return to its three different examples.

## Week 23 · Day 114 — Make a listener's order clear

**Goal:** communicate beginning/middle/end with exact sequence words and preserve a child's meaning in shared writing. **Proposed codes:** AC9EFLE03, AC9EFLY06, AC9EFLY07. **Prepare:** Card 114 and three adult-read Book Day cards.

1. **Retrieve · 3 min.** Privately shuffle **red, cup, mat** from Card 114's line; hear first blends so memorised sentence is not mistaken for decoding.
2. **Model · 4 min.** Say “Before the books were shared, the children drew covers. During Book Day, they shared. Afterward, they packed away.” Point to actual story clauses.
3. **Guide · 5 min.** A child chooses one of story A or B's fictional events and places three source-backed cards in sequence.
4. **Independent account · 7 min.** Child gives three short clauses to a private adult/peer using voice, AAC, sign or ordered pictureless cards. Listener says what came first and last.
5. **Shared edit · 4 min.** Adult scribes exactly; child notices if **after** was put before **during** and directs one meaningful correction. Do not score adult spelling as child-controlled print.
6. **Exit · 2 min.** Child names one listener cue that made the order clear. Hold back the Day 115 story.

## Week 23 · Day 115 — Fresh story-order check

**Goal:** listen to a new shared-event story, retell three parts, and retain taught print. **Proposed codes:** AC9EFLY04, AC9EFLY05, AC9EFLY07, AC9EFLY10. **Prepare:** [held-out Day 115 text](ASSESSMENT.md) and Card 115 warm-up.

1. **Welcome · 3 min.** Explain the new story helps the teacher choose tomorrow's practice, not rank children or their families.
2. **Print warm-up · 4 min.** Shuffle **day, map, ten, see**; privately hear two independent blends, with picture hidden.
3. **Fresh listen · 5 min.** Read the held-out story twice, without showing the teacher key or source picture.
4. **Independent retell · 7 min.** Child places or states before/during/after and gives one exact source detail. Record first order and support.
5. **Check · 4 min.** Reveal cards and ask one “what can we not know?” question; a corrected response is recorded separately.
6. **Exit · 2 min.** Choose a concrete next move: two-step ordering, source wording, spoken connector or taught print review. Do not claim HASS family-event knowledge from this fictional response.

## Week 24 · Day 116 — A character names a feeling

**Goal:** connect a precise feeling word to what a fictional speaker actually says; blend a new CVC sentence at the taught point. **Proposed codes:** AC9EFLA08, AC9EFLY04, AC9EFLY05. **Prepare:** Card 116, adult story C, two adult-read word choices.

1. **Retrieve · 3 min.** Show **I am sad.** as a sentence a fictional character *might* say. Child blends **am/sad** without asking them to claim it personally.
2. **Listen · 4 min.** Read story C. Ask what Ari said about the lost card; key word **worried**, not a guess from a facial expression.
3. **Model · 5 min.** Compare “Ari felt worried because the card was missing” with “Every child would feel worried.” Explain why the second goes beyond the source.
4. **Guide and try · 7 min.** Child chooses a character feeling card, points to/recalls exact story words, and gives a because clause. Another plausible feeling is welcome if grounded and labelled inference.
5. **Request · 4 min.** Practise adult-read “Please help me find a spare card” to a known school adult, in speech/AAC/sign. This is fictional rehearsal.
6. **Exit · 2 min.** Ask “How did we know Ari was worried?” Expect Ari **said** so. Revisit source versus inference tomorrow if needed.

## Week 24 · Day 117 — A request can be specific and respectful

**Goal:** listen to a need, choose a clear request and respect different routes to participation. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY04. **Prepare:** Card 117, adult story D and school-approved support choices.

1. **Retrieve · 3 min.** Child reads **I can sit.** at the taught point; distinguish a printed sentence from a rule every child must follow.
2. **Listen · 4 min.** Read Jo's fictional request. Ask what Jo asked for and what the adult did; do not infer a diagnosis.
3. **Model · 5 min.** Turn “No!” into “The sound is too much for me right now. May I use the quiet table?” Make the need and requested action clear.
4. **Guide and try · 7 min.** Child chooses one of three *fictional* situations: noisy game, confusing puzzle or missing paper marker. Give a respectful help request to a named school-approved adult or via a card. Record exact words, not confidence.
5. **Listen · 4 min.** Partner/adult repeats the request back and checks they understood. Child may revise or use a private route.
6. **Exit · 2 min.** Ask which part names the needed help. If a child wants to share a real concern, follow safeguarding policy privately.

## Week 24 · Day 118 — The same moment can feel different

**Goal:** separate a character's stated feeling from an inference about another person and listen to a different view. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY07. **Prepare:** Card 118, fictional puzzle and game response cards.

1. **Retrieve · 3 min.** Read **I can see a map.** before a picture; hear **map/see** separately if the whole line is memorised.
2. **Model · 4 min.** Describe a made-up puzzle finish: one character says “I feel pleased”; another says “I wanted more time.” Do not label the second child's emotion without asking.
3. **Guide · 5 min.** Children sort adult-read statements into **speaker said** and **we might ask**. Model a respectful question: “How did that feel for you?”
4. **Independent response · 7 min.** Child chooses a character, reports one exact quote or bounded inference, and listens to a partner's alternative supported view. Private adult option available.
5. **Revise · 4 min.** Replace “Everyone feels happy” with a sentence that names the one speaker and source. Scribe child wording separately from decoding.
6. **Exit · 2 min.** Ask what we need before naming a real classmate's feeling. Expect ask/listen, not guess from face.

## Week 24 · Day 119 — Choose the word that fits the source

**Goal:** blend review print and select among nuanced adult-read feeling words with one story detail. **Proposed codes:** AC9EFLA08, AC9EFLY04, AC9EFLY05. **Prepare:** Card 119, short fictional puzzle and book-marker snippets.

1. **Retrieve · 3 min.** Shuffle **am, sad, sit, nap** without pictures; hear two blends and one child-controlled spelling attempt with tiles.
2. **Model · 4 min.** Read: “A puzzle piece did not fit. Min said, ‘I feel frustrated. Can you show me where to start?’” Match **frustrated** to Min's own words.
3. **Guide · 5 min.** Read a different snippet: “A child finished a book mark and said, ‘I am pleased with my pattern.’” Compare **pleased** with **frustrated** without ranking feelings as good/bad.
4. **Independent choice · 7 min.** Child chooses one of three new adult-read snippets (game too loud, missing card, finished puzzle), names a *possible* feeling and a source clue, then gives a respectful help request if one would help.
5. **Check · 4 min.** Ask whether another child could react differently. Record a bounded answer; never require a child to reveal a personal safety event.
6. **Exit · 2 min.** Choose an exact next move: explain **because**, quote speaker words, listen for a different view or rehearse a help request.

## Week 24 · Day 120 — Fresh listening, print and help-language check

**Goal:** understand a new fictional emotion/help story, retain taught sound–letter links and make a clear fictional request. **Proposed codes:** AC9EFLY02, AC9EFLY04, AC9EFLY05, AC9EFLY10, AC9EFLY13. **Prepare:** [unseen check](ASSESSMENT.md), private record and approved school help routes.

1. **Welcome · 3 min.** Explain this is a quiet teacher planning check; no personal story is needed.
2. **Fresh adult story · 5 min.** Read the held-out fiction twice with print hidden. Ask what the character actually says they feel and what help they request.
3. **Held-out print · 5 min.** Privately show three CVC words in changed order, without image/sentence, then dictate one for child-controlled tiles/letters.
4. **Independent account · 7 min.** Child gives a short report with speaker, feeling word, because detail and safe request, in agreed speech/AAC/sign/drawing route. Record first version.
5. **Check · 3 min.** Ask whether the story proves every learner would feel the same; feedback and correction follow the first response.
6. **Close · 2 min.** Record one next teaching action; use **not observed** if the offered access route failed. Fictional comprehension is not evidence that the child has personally expressed an emotion under AC9HPFP03.

Use the [Week 24 integrated guide](../../../term-3/week-24-feelings-and-help.md) for an opt-in, private, low-stakes real-feeling route if appropriate; follow local safeguarding procedures for any genuine concern.