# Foundation / Prep English · ten daily scripts, Days 121–130

Each lesson is **25 minutes**. Use the original adult-read [texts and print inventory](MATERIALS.md), clean [learner cards](LEARNER-CARDS.md) and [storyboard mat](story-to-audience.svg). Keep [teacher-only fresh checks](ASSESSMENT.md) unseen until Days 125 and 130. The child controls first story/print responses before correction; log exact prompt and mode. Spoken/AAC story vocabulary is not a claim that the child independently read its spelling.

## Week 25 · Day 121 — A story has a first, change and last

**Goal:** identify beginning, changed event and ending in an adult-read original picture story. **Proposed codes:** AC9EFLE03, AC9EFLY05, AC9EFLY10, AC9EFLY12. **Prepare:** Card 121, adult story A, three large blank frames.

1. **Sound then print · 3 min.** With print hidden, say /m/ /a/ /p/ and hear one oral blend; then shuffle **map, mat, cap, cup** without picture and hear a first print blend at the child's taught point. Log oral and print evidence separately.
2. **Listen · 4 min.** Read paper-garden story A. Say “paper garden” is an invented picture, not a real plant's growth clock.
3. **Model · 5 min.** Place bare page/seed, added shoot, tall pretend plant as beginning/change/ending. Name what the source actually says at each point.
4. **Child try · 7 min.** Mix adult-read event cards. Child orders and retells by voice, AAC, sign, tactile cards or child-directed scribe; record first arrangement and one source clue.
5. **Check · 4 min.** Ask whether the last frame alone tells a visitor how the drawing changed. Expect no; earlier frames show the sequence.
6. **Exit · 2 min.** Child names one thing that changed. If first/last are swapped, teach two-frame contrast tomorrow before three.

## Week 25 · Day 122 — Image and words each add something

**Goal:** distinguish what a story image depicts from what its adult-read words add. **Proposed codes:** AC9EFLA07, AC9EFLY04, AC9EFLY05. **Prepare:** Card 122, story A first/middle images and caption/speech cards.

1. **Print retrieve · 3 min.** Show **I can see a map.** before any map image; hear **map/see** separately if line is memorised.
2. **Model · 4 min.** Show story A middle frame without speech bubble. Say the image shows a paper shoot; then read “Look!” and explain a character calls attention to it.
3. **Guide · 5 min.** Hide image and say “Look!” alone. Ask what the words do not identify; reveal a different original paper object image to show why the picture matters.
4. **Child try · 7 min.** Give two new teacher-described frame/caption pairings from story A. Child says one visible detail and one thing the words add or fail to tell, preserving source versus guess.
5. **Check · 4 min.** Ask if an image can show the paper plant's real growth time. Expect no; this is an invented sequence without measurements.
6. **Exit · 2 min.** Child completes “The picture shows ___; the words tell ___.” Use a single labelled frame next time if both roles are blurred.

## Week 25 · Day 123 — Two stories can serve different audiences

**Goal:** compare purpose and selected audience of two original picture stories without inventing a community claim. **Proposed codes:** AC9EFLA07, AC9EFLE03, AC9EFLY02. **Prepare:** Card 123, adult stories A/B and two purpose cards.

1. **Print retrieve · 3 min.** Shuffle **day, play, see, ten**. Hear a blend for **ay** and **ee** at the taught point, with pictures covered.
2. **Listen · 4 min.** Read Ada's book-corner sign story B; ask what the first/last frames show.
3. **Model · 5 min.** Compare A “show a paper change” with B “help a visitor use a book corner.” Both combine image/words; neither stands for every community's art.
4. **Child try · 7 min.** Child picks one original story, gives a beginning or ending clue, names its stated/possible chosen audience and says how image or words help that listener. Record exact wording.
5. **Listen to difference · 4 min.** Adult offers another supported answer; child asks or answers a respectful clarifying question without being required to agree.
6. **Exit · 2 min.** Child says one way the stories' purposes differ. If purpose is guessed from colour alone, revisit a stated source clause.

## Week 25 · Day 124 — Plan your own paper story

**Goal:** plan beginning/event/ending for a fictional three-frame work and direct one meaningful shared edit. **Proposed codes:** AC9EFLE03, AC9EFLY06, AC9EFLY07. **Prepare:** Card 124, blank [mat](story-to-audience.svg), large neutral picture pieces.

1. **Print retrieve · 3 min.** Child reads a taught word from **A red cup is on a mat.** before seeing the paper scene.
2. **Model · 4 min.** Place a cup picture on a mat in frame one, move it beside a book in frame two, put it back in frame three. The final frame must show an ending, not merely repeat a label.
3. **Guide · 5 min.** Ask what could change in a made-up **book**, **garden drawing** or **paper puzzle** story; offer a blank/no-theme route too.
4. **Child create · 7 min.** Child selects/arranges three frames and communicates beginning/change/ending to a chosen listener; adult scribes child words exactly if requested.
5. **Shared edit · 4 min.** Listener points to one missing or unclear event. Child directs one edit to order, caption or image, with first and revised versions kept. Do not score adult punctuation/spelling as child work.
6. **Exit · 2 min.** Child names who may see the work and whether a paper-only copy suffices. Keep the Day 125 story unseen.

## Week 25 · Day 125 — Fresh picture-story check

**Goal:** retell an unseen three-frame story and explain one image/word contribution. **Proposed codes:** AC9EFLE03, AC9EFLA07, AC9EFLY05, AC9EFLY12. **Prepare:** [held-out Noor story](ASSESSMENT.md), Card 125 and private record.

1. **Welcome · 3 min.** Say the new paper story helps the teacher choose practice; no drawing, photograph or personal account is required.
2. **Warm print · 4 min.** Shuffle **map, cup, see**, hear two first blends without image. This is separate from the oral assessment.
3. **Fresh listen · 5 min.** Read the unseen story twice; describe images through the agreed access route without suggesting the order.
4. **Independent order · 7 min.** Child orders the three image cards, retells change/ending and states one thing the middle image adds to the speech bubble. Record first version.
5. **Source check · 4 min.** Ask chosen audience and one thing fiction cannot tell about real skies; only then reveal/revisit the source for revision.
6. **Close · 2 min.** Choose a diagnostic next move from the key. Do not claim media-art making or digital-system recognition from this English check.

## Week 26 · Day 126 — A rule names an action

**Goal:** identify an actionable rule and its reason in an adult-read fictional paper game. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY04. **Prepare:** Card 126, adult story C and paper star/book/cup.

1. **Print retrieve · 3 min.** Offer **I can stop.** at the child's taught point; if adjacent consonants in *stop* are untaught, adult reads that word and child blends **sit** separately.
2. **Listen · 4 min.** Read story C. Ask where the paper visitor starts and what happens at the book.
3. **Model · 5 min.** Contrast “be fair” with “take turns giving a path; let a listener ask for a repeat.” Show the second tells someone what to do.
4. **Child try · 7 min.** Child selects a source-stated rule and acts it on paper or directs an adult; gives Tali's stated reason in their own words.
5. **Check · 4 min.** Ask if the story proves this is a real-room route or the only fair game. Expect no; it is one made-up paper plan.
6. **Exit · 2 min.** Child says an action a new listener could try. If only a value word is given, ask “What can a player do?” tomorrow.

## Week 26 · Day 127 — Say the reference and stops

**Goal:** give a listener a clear two-stop paper-path instruction, with a named start and reference. **Proposed codes:** AC9EFLY07, AC9EFLY02, AC9EFLY05. **Prepare:** Card 127 and loose large star/book/cup symbols.

1. **Print retrieve · 3 min.** Child reads **A cap is on a mat.** first; check the pictured relation only afterward.
2. **Model · 4 min.** On a flat paper model say “Start at **star**. Go to **book**. Then go to **cup**.” Touch each reference; no real walking instruction is implied.
3. **Guide · 5 min.** Listener follows a purposely vague “go there,” then child improves it by naming start and first stop.
4. **Child try · 7 min.** Child chooses symbol order and communicates a two-stop path by voice, AAC, sign or child-directed adult movement; listener follows first version without guessing.
5. **Revise · 4 min.** Compare intended and actual end. Child edits one missing reference or step; record both versions rather than a polished adult retell.
6. **Exit · 2 min.** Ask which named object made the first move clear. If absent, practise one leg with two labelled objects tomorrow.

## Week 26 · Day 128 — A reason should match the rule

**Goal:** explain why a fictional game's rule increases access or clarity, while checking print against a real display. **Proposed codes:** AC9EFLY04, AC9EFLY05, AC9EFLY07. **Prepare:** Card 128, a display of **eight** large paper objects, two fair-rule cards.

1. **Print retrieve · 3 min.** Child reads taught parts of **I can see ten.** before viewing the eight-object display.
2. **Meaning check · 4 min.** Show eight objects; ask whether the sentence fits. Expect no; child points/counts and proposes “eight” orally/adult-scribed without being required to decode/spell it.
3. **Model · 5 min.** Compare fictional rule “one fixed physical route only” with “choose a safe paper, seated or approved movement route for the same goal.” Give access as the reason, not speed.
4. **Child try · 7 min.** Child chooses one of a puzzle, paper path or story-share context and gives a usable rule plus **because** reason that fits the chosen activity.
5. **Listener test · 4 min.** A partner/adult asks how someone using a different response mode joins. Child revises if needed; do not require disclosure of disability.
6. **Exit · 2 min.** Child names which part is the action and which is the reason. If only “because it is fair,” ask who can now participate in a fresh example.

## Week 26 · Day 129 — Test and improve one short rule

**Goal:** deliver and edit an actionable paper-game rule after a listener's fair question. **Proposed codes:** AC9EFLY02, AC9EFLY06, AC9EFLY07, AC9EFLY12. **Prepare:** Card 129, new four-symbol paper path and private/dyad listener route.

1. **Print retrieve · 3 min.** Shuffle **stop, sit, nap, play**; hear **sit/nap** CVC blends and *stop* only at the taught blend point.
2. **Model · 4 min.** Adult says “Take turns moving a paper visitor from the star to a named stop; ask for a repeat whenever needed.” Model listener checking a missing stop.
3. **Guide · 5 min.** Child and adult compare a rule with and without start/orientation; say which a new listener could follow and why.
4. **Independent rule · 7 min.** Child gives one short rule and reason to chosen listener by agreed mode. Listener tries it literally or says which step is unclear. Save first version.
5. **Shared edit · 4 min.** Child directs one change to improve safety, access or clarity; adult scribes only as requested, not as evidence of child spelling.
6. **Exit · 2 min.** Child names the improvement. Hold back Day 130 source and print.

## Week 26 · Day 130 — Fresh rule and print check

**Goal:** understand an unseen fair-rule story, propose a clear rule and retain taught CVC links. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY07, AC9EFLY12, AC9EFLY13. **Prepare:** [held-out story/print](ASSESSMENT.md), Card 130, private response route.

1. **Welcome · 3 min.** Explain that a new paper story and words help choose the next activity; no movement race or disclosure is needed.
2. **Fresh listen · 5 min.** Read the unseen adult story twice without revealing the key; name page orientation in words or tactilely if needed.
3. **Held-out print · 5 min.** Privately show three new CVC words and dictate one with print hidden, only at the child's taught point. Log sound, letter and access separately.
4. **Independent account · 7 min.** Child reports one source rule and reason, offers one usable rule for a new paper game, and states a source limit. Save first wording.
5. **Check · 3 min.** Listener tries the new rule; child may revise after feedback. Record revised response separately.
6. **Close · 2 min.** Choose an exact next move from [Assessment](ASSESSMENT.md). A private/AAC response counts as participation, but peer voice features under AC9EFLY07 are only recorded if actually observed.

Use [Week 25](../../../term-3/week-25-picture-stories-and-tools.md) and [Week 26](../../../term-3/week-26-move-and-make-fair-rules.md) for integrated arts/technologies/HPE practice. Keep subject checks before the matching integrated Day 125/130 rehearsal.