Each 6–8 minute choice comes after the core daily lesson, and after a held-out check on Days 145/150. These are additional practice, not new tests or an expectation to finish every route. Adult reads all rich words; child print stays at their taught point. Offer pointing/AAC/sign/drawing/child-directed scribe and a quiet or private route. Keep original first evidence before helping.
| Day | Two fresh everyday examples and teacher move | Look for next time |
|---|---|---|
| 141 | Library: draw knock/knock/wait on a book return sign. Transit model: use a paper bus stop cue with two broad marks and a blank. Adult performs silently as well as aloud. | Child keeps the pause in either representation; if missing, make rest a full-size empty box. |
| 142 | Garden picture: adult says bee/tree and bee/leaf without print. Sports prop: hear ball/tall and ball/bat. Ask which pair shares ending sound. |
Child attends to ending sound, not shared object category; if not, use two exaggerated but natural oral contrasts. |
| 143 | Cooking pretend: compare spoken pan/pot to pan/can. Paper parade: compare flag/fan to flag/tag. No actual food or public parade is needed. |
Child points to start versus end match; if unclear, mark first mouth movement and use fewer choices. |
| 144 | Welcome sign: make a mark that means “come close” with a pass option. Game cue: make “two moves then still” on paper. Ask a consenting adult what was understood before editing. | Child changes a meaningful feature and gives a reason, not merely redraws neatly. |
| 145 | After check only: choose an unrelated known rhyme such as cat/hat and make a tiny two-line adult-read chant. Paper-shop invite: draw sound/silence for a new idea. |
Compare oral sound skill with new content; do not repeat the private poem or its print items. |
| 146 | Toy shelf: adult reads “card fell, shelf bent, shelf changed”; child orders cards. Book display: child retells another fictional before/change/test in three pictures. | Child does not call a prediction the actual result; if confused, show “not tested yet” card. |
| 147 | Paper bookmark: “I moved it because it hid the picture.” Stage prop: “I widened the base because it tipped.” Only use these as fictional examples unless a real test was seen. | A specific observed/stated problem follows “because”; if “better” alone, ask “What changed in the test?” |
| 148 | Room sign: ask “Can this large lettering be seen from the doorway?” only if safe/local. Model theatre: ask “Will this flat paper prop stand for five counts?” | Child asks something answerable and names a condition; replace personal/home questions with paper models. |
| 149 | Book label: compare “best sign” with “I saw the label from this desk.” Maker note: edit a report from “it worked” to a statement naming card and count. | Child keeps first/revised wording and source. If no test occurred, choose “we still need to test”. |
| 150 | After check only: use a new blank paper holder, ask what change one could test, then write/dictate a bounded sentence. Story shelf: sort a first idea and new idea into before/after. | Child joins one reason to a source without retelling the private assessment bridge story. |
Family/educator adaptation: send home one optional five-minute paper idea as a choice, never as a required purchase or a request to photograph a child. A parent can read a short original line, let the child show an idea with marks and ask “What makes you say that?” The family may decline without penalty. Original SubjectNest follow-ups © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes.