# Foundation English · child-facing choices · Days 151–160

Adult reads each choice. **Child print** is an optional, short taught-point strip, not the adult text to decode. Offer the same task by pointing, speaking, signing, AAC, broad tactile cards, drawing or directing an adult. A child can choose a quiet/private audience or pass on touching a material. Days 155 and 160 choices are **after** the separate fresh check, with different practice ideas.

## Day 151

- **Book corner:** Sort a little story, a book-return sign and a two-frame paper screen by what each helps someone do. **Child print:** “a mat”
- **Maker shelf:** Use today's book, sign and paper screen; say which text form you would borrow for a maker story, tidy-up direction or next-step choice. **Child print:** “i can see”
- **Paper theatre:** Use today's three text forms; choose which would tell a puppet event, give a prop direction or show a next-step choice. **Child print:** “it is on a mat”

## Day 152

- **Reading rug:** Put a mock story cover and three scene cards in a sensible order; say what the ending actually tells. **Child print:** “a red mat”
- **Paper shop:** Turn source A's broad paper pages in order; point to its character, small problem and last event. **Child print:** “i can see it”
- **Toy library:** Direct an adult to read source A's beginning, middle and end; keep its unknown repair detail open. **Child print:** “a cap on a mat”

## Day 153

- **Library sign:** Choose one useful picture clue and one instruction the words give; say what the arrow alone cannot say. **Child print:** “a map”
- **Sports-kit sign:** Make a labelled paper-ball return sign and say what the words add beyond a ball drawing. **Child print:** “i can see”
- **Art-table sign:** Draw a broad brush outline and dictate a safe action; say what a picture alone leaves unclear. **Child print:** “a red cap”

## Day 154

- **Book-return screen:** Use large Next and Back cards to move between two paper frames; say how it differs from one fixed sign. **Child print:** “i can see it”
- **Maker-choice screen:** Point to one labelled paper option, reveal a next instruction frame, then direct Back. **Child print:** “tap on a mat”
- **Bus-stop model:** Use a pretend paper screen with choice / Next / Back labels; no real timetable or location is needed. **Child print:** “a map on a mat”

## Day 155 · after your check

- **Garden-tool card:** Make a different short story, instruction sign and two-frame paper screen about returning broad paper tool shapes. **Child print:** “a cup”
- **Toy library card:** Choose which of three text forms would best tell a character's small problem and why. **Child print:** “i can see”
- **Art-cart card:** Point to a sign's picture clue and a screen's labelled Next step; explain what the picture does not say. **Child print:** “it is red”

## Day 156

- **Maker circles:** Retell the fictional six-circle event with first / moved / stayed cards. **Child print:** “a mat”
- **Pretend shop:** Recast source D with six broad paper stock cards, move two, and tell who did what first and next. **Child print:** “a cap”
- **Paper sports badges:** Recast source D with large paper badge drawings and retell six / move two / four remain without guessing tomorrow's use. **Child print:** “i can see it”

## Day 157

- **Library cards:** Sort a statement about a fictional move into TEXT SAYS or STILL UNKNOWN; show a source clue. **Child print:** “a map”
- **Pretend café tokens:** Tell a small paper-token event, then say what its story does not tell about the next person. No food handling. **Child print:** “i can see”
- **Art stickers:** Use broad drawn stickers to explain the stated change, not an imagined future use. **Child print:** “it is on a mat”

## Day 158

- **Reading corner:** Show three broad cards, then two more; say what came first, was added and was together in the fictional report. **Child print:** “a red cap”
- **Transit-map table:** Add two large paper route cards to three and retell without claiming a real bus route. **Child print:** “a map”
- **Garden labels:** Add two broad paper plant-label shapes to three; ask what the story does not tell about later use. No real plant knowledge is needed. **Child print:** “i can see it”

## Day 159

- **Paper shelf:** Dictate two short true-to-source sentences about D or E, then choose one detail to make clearer for a listener. **Child print:** “i can see”
- **Sports badge report:** Use a different fictional broad-card move, tell first/action/then, and revise one word after a chosen listener responds. **Child print:** “a red cap”
- **Art-cart note:** Draw and dictate an actually observed or explicitly imagined card event; show where one sentence ends. **Child print:** “it is red”

## Day 160 · after your check

- **Paper shop:** Use a new adult-made card account and retell who / first / action / then; leave one unknown open. **Child print:** “a mat”
- **Library basket:** Make a different short report from four broad paper bookmarks plus one more; label it fictional until actually done. **Child print:** “i can see”
- **Toy-stage tokens:** Direct an adult through a five-token story, state what happened and edit one source-bounded sentence. **Child print:** “a red cap”

**Teacher print note:** The deliberately small child-print pool is not a phonics sequence. The adult reads any untaught strip and records comprehension separately. All quantity words in the adult directions are adult-read unless explicitly taught. No photograph, voice recording, profile, home detail or purchase is needed. Original SubjectNest learner choices © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).