# Teacher optional follow-ups · English Days 141–150

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](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.