# Foundation / Prep English · ten 25-minute scripts, Days 141–150

Adult reads the [original texts](MATERIALS.md); child uses the [three-choice cards](LEARNER-CARDS.md). Say oral sounds before showing taught print. Keep [Days 145 and 150 checks](ASSESSMENT.md) unseen, and save the first independent child response before feedback. Use the A4 [rhythm mat](beat-pause-message.svg) and [revision mat](before-change-because.svg), or the exact text/tactile alternatives. Sound, print, comprehension, art choice and delivery are different observations.

## Week 29 · Day 141 — Hear a beat and its wait

**Goal:** hear/represent a repeated sound sequence and identify one detail of the poem. **Proposed codes:** AC9EFLE04, AC9EFLY05, AC9EFLY09, AC9EFLY10. **Prepare:** adult poem A, Card 141, three large beat boxes.

1. **Oral sounds · 3 min.** Say /t/ /a/ /p/ without letters; child blends or listens, then sees `tap` only if taught.
2. **First reading · 4 min.** Read A with no gesture. Ask what Bea did; accept point, AAC or speech. Do not ask a child to imitate sound.
3. **Model · 5 min.** Reread, point to BEAT 1, BEAT 2, REST and show a broad tap/tap/still sequence. Describe each sound and silence exactly.
4. **Child try · 7 min.** Child chooses book-cart, maker-table or paper-show scene; directs two marks/taps and one rest, then names the clue in A. Offer silent visual/tactile pulse.
5. **Check · 4 min.** Change to one tap and two rests. Ask whether it is A's pattern and what changed; record first sequence.
6. **Exit · 2 min.** Ask whether the poem tells us all readers like that beat. If child infers this, reread only the actual line.

## Week 29 · Day 142 — Rhyme is heard at the end

**Goal:** recognise a heard rhyme without relying on matching letters. **Proposed codes:** AC9EFLE04, AC9EFLY09, AC9EFLY05. **Prepare:** A, Card 142, adult oral pairs `beat/seat`, `cart/start`, `tap/map` and non-pair `beat/book`.

1. **Oral first · 3 min.** Say `tap/map` with print hidden; child decides whether the endings sound alike, then blend taught `tap` if appropriate.
2. **Listen · 4 min.** Read A; invite child to show the two ending words they hear as alike. Adult rereads without stressing the answer.
3. **Model · 5 min.** Say `beat/seat`, then `beat/book`; both second words are in A but only one pair rhymes. Show mouth/visual cue if agreed.
4. **Child try · 7 min.** With Card 142's three domains, child chooses a two-word pair and marks **same ending sound** or **different** by voice, AAC or tokens.
5. **Check · 4 min.** Say `cart/start` and `cart/book` in mixed order; ask for heard evidence, not spelling or picture shape. Record access mode.
6. **Exit · 2 min.** Child names one poem word they want reread. If the rhyme answer depended on printed letters, try a fresh spoken pair tomorrow.

## Week 29 · Day 143 — Starting sounds make a different pattern

**Goal:** distinguish initial-sound alliteration from end-sound rhyme. **Proposed codes:** AC9EFLY09, AC9EFLY10, AC9EFLE04. **Prepare:** A, Card 143, no written target visible at first.

1. **Oral contrast · 3 min.** Say `book/beat` and `beat/seat`; child points start or end for the part that matches. Adult models if needed.
2. **Listen · 4 min.** Reread A and ask which two words start like /b/. Read words normally, not with an added schwa.
3. **Model · 5 min.** Put a start marker at `book/beat`; put an end marker at `beat/seat`. Say why a word pair can be discussed for either kind of sound link.
4. **Child try · 7 min.** Child selects sign, story-prop or maker route and creates an oral two-word starting-sound pair from adult-given familiar objects; give an AAC sound/word choice grid if needed.
5. **Check · 4 min.** Adult offers `cup/cart` and `cup/map` spoken, no pictures. Child selects shared start and explains by sound, not by object use.
6. **Exit · 2 min.** Child tells or indicates “start” or “end” for their own pair. Note if oral discrimination needs smaller choice set.

## Week 29 · Day 144 — Change a message for a listener

**Goal:** create a small sound/mark invitation, ask a listener what it communicates and revise one feature. **Proposed codes:** AC9EFLA07, AC9EFLY02, AC9EFLY06, AC9EFLY07. **Prepare:** B, Card 144, blank beat mat; arrange a consenting adult or peer audience.

1. **Print retrieve · 3 min.** Blend taught `tap`, `mat`, `sit` in mixed order with print only at taught point.
2. **Story · 4 min.** Read B. Ask what Jo wanted to know and what Niko changed; do not call Jo's question criticism.
3. **Model · 5 min.** Create two marks and a rest box; tell one listener “two taps, then rest; you may watch.” Ask listener where the rest is. Show one possible wider box revision.
4. **Child create · 7 min.** Child chooses book invite, maker display or paper-stage message; creates a three-part sound/mark card and gives it to a chosen listener using any communication mode.
5. **Feedback/edit · 4 min.** Listener states what was noticed, not praise alone. Child directs one change and tells why. Save first and revised versions; log actual voiced peer delivery separately.
6. **Exit · 2 min.** Ask if a picture of two marks proves a listener enjoyed the sound. Keep the Day 145 poem unseen.

## Week 29 · Day 145 — Fresh poem and sound check

**Goal:** hear an unseen pattern, notice rhyme or shared start, and explain one bounded detail. **Proposed codes:** AC9EFLE04, AC9EFLY05, AC9EFLY09, AC9EFLY12. **Prepare:** teacher-held [Day 145](ASSESSMENT.md); give Card 145 only afterwards.

1. **Welcome · 3 min.** Say a new tiny poem will show what to practise next; no singing or public performance required.
2. **Warm oral · 4 min.** Use known `cap/mat` spoken and a taught print review, not any assessment words.
3. **Unseen listen · 5 min.** Read teacher-held poem once, with the agreed neutral access transcript if needed; no gesture that gives the pattern.
4. **Independent response · 7 min.** Child represents its beat/rest sequence, identifies a sounded pair, and says one source-supported action. Show fresh print only at the child's taught point; record first answer and support.
5. **Meaning check · 4 min.** Ask whether the new poem tells how everybody felt. Save answer before any explanation.
6. **Close · 2 min.** Choose next teaching from key, then release Card 145 practice.

## Week 30 · Day 146 — Say what went wrong, then what changed

**Goal:** retell a design note in before/change/test order. **Proposed codes:** AC9EFLY05, AC9EFLA05, AC9EFLY06. **Prepare:** adult source C, Card 146, six-field revision mat.

1. **Oral/print · 3 min.** Say /m/ /a/ /t/ before showing taught `mat`; adult supplies “base” and “stand.”
2. **Listen · 4 min.** Read C once. Ask what slipped and what Mina changed; allow reread, noting it as access support.
3. **Model · 5 min.** Put a drawing of the first stand in BEFORE, wider base in I CHANGED, actual fictional result in TEST. Say one sentence for the problem and one sentence for the change so each carries a clear idea. Do not treat “best” as a result.
4. **Child try · 7 min.** Child picks a paper sign, book display or toy-stage stand and retells C's first problem and one change in two clear ideas via voice, AAC, drawing or dictated text.
5. **Check · 4 min.** Offer incorrect “Mina changed the card”; child points to words disproving it and directs correction. Keep first response.
6. **Exit · 2 min.** Child names one detail a real stand would need testing for. If sequence blurs, give three movable picture steps tomorrow.

## Week 30 · Day 147 — “Because” needs an observed reason

**Goal:** join a change to its stated reason without inventing a test result. **Proposed codes:** AC9EFLA06, AC9EFLY05, AC9EFLY06. **Prepare:** C and D, Card 147, before/change/because mat.

1. **Retrieve · 3 min.** Child orally orders slipped / wider base / stood five counts from source C; adult rereads exact wording.
2. **Listen · 4 min.** Read first and revised signs D. Ask which tells a reader what was actually observed.
3. **Model · 5 min.** Compose “I changed the base because the first stand slipped.” Point out the change and reason as meaningful word groups; no new broad claim.
4. **Child try · 7 min.** Child chooses bookmark holder, paper-stage stand or welcome sign and uses **I changed ___ because ___** with one real observed or explicitly fictional source detail. Adult may scribe exactly.
5. **Check · 4 min.** Offer “because it is best” and ask what evidence is missing. Child revises only if a test was actually seen; keep first wording.
6. **Exit · 2 min.** Child points to the source or test behind their reason. If absent, leave reason as a question, not a fact.

## Week 30 · Day 148 — Ask what a better design must do

**Goal:** ask an answerable design question and distinguish a wish from a tested finding. **Proposed codes:** AC9EFLY02, AC9EFLY05, AC9EFLY06. **Prepare:** C, Card 148, blank paper design mat; use a fictional case if no safe model.

1. **Oral/print · 3 min.** Child segments spoken `sit`; show taught print only after sounds. Adult reads design words.
2. **Listen · 4 min.** Reread C and ask what the stand needed to do; show a large paper card, no personal object.
3. **Model · 5 min.** Contrast “Can this stand hold this card for five slow counts?” with “Is this the best stand?” The first names a checkable condition.
4. **Child try · 7 min.** Choose library label, maker display or paper theatre; child asks one neutral, testable question and selects drawing, model or AAC route for a proposed change.
5. **Check · 4 min.** Adult says “I think it will stand” without testing. Child classifies prediction versus observation and suggests a safe next test.
6. **Exit · 2 min.** Child names what would count as passing the stated test. Record question quality, not fluency of speech.

## Week 30 · Day 149 — Explain a change to an audience

**Goal:** make and shared-edit a short before/change/because report for a real or fictional test. **Proposed codes:** AC9EFLY06, AC9EFLY07, AC9EFLA07, AC9EFLY13. **Prepare:** Card 149, C/D, mat, a consenting listener.

1. **Print retrieve · 3 min.** Child blends a mixed taught set `cap`, `tap`, `tin`; mark independent print separately from adult rich vocabulary.
2. **Model · 4 min.** Show first sign D and its revision. Point to image and words each adding a different detail; add a sentence stop in a shared model.
3. **Guide · 5 min.** Pairs choose a sample test record and sort BEFORE / CHANGE / ACTUAL RESULT; if no test occurred, write “not tested yet.”
4. **Create · 7 min.** Child picks paper prop, sign or model holder and creates a short one- or two-sentence report using own marks, tiles, AAC or directed scribing; point to where each sentence idea begins and ends. Record independently spelled taught CVC versus supplied words.
5. **Listener/edit · 4 min.** Listener repeats understood reason; child corrects one mismatch and presents revised explanation to chosen audience. Log voice volume to peers only if actually used.
6. **Exit · 2 min.** Ask what further test could change the conclusion. Do not rehearse Day 150's source.

## Week 30 · Day 150 — Fresh change-and-reason check

**Goal:** report an unseen design account accurately, ask a checkable next question and compose a bounded explanation. **Proposed codes:** AC9EFLY05, AC9EFLY06, AC9EFLY10, AC9EFLY12. **Prepare:** teacher-held [Day 150](ASSESSMENT.md); Card 150 only after.

1. **Welcome · 3 min.** Explain a new paper story will help choose future practice; an adult may read it, and a child may pass a public share.
2. **Warm retrieval · 4 min.** Orally blend known `mat`, `tap`; no assessment items or design story revealed.
3. **Unseen source · 5 min.** Read the new teacher-held design account and show only its neutral diagram; do not supply the change or reason.
4. **Independent report · 7 min.** Child shows before/change/actual result, gives a source-bounded “because”, and poses one testable next question. Save first mode, exact words and prompt level.
5. **Fresh print · 4 min.** Offer unseen CVC items at taught point, one dictated with print hidden; keep oral phonemes, print and meaning separate.
6. **Close · 2 min.** Use key for next move. Release Card 150 only afterwards; the integrated block must not be counted as another independent attempt.

Use [Week 29](../../../term-3/week-29-rhythm-picture-message.md) and [Week 30](../../../term-3/week-30-a-stronger-design.md) for ten additional integrated blocks; the separate English check remains private. Original SubjectNest scripts © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.