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Day 141 — Hear a beat and its waitFoundation English · T3 W29–30 · Day 141 lesson

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Foundation / English / Term 3 / Weeks 29 30

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Optional practice · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

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.

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