# Foundation English Weeks 31–32 · original sources and accessible materials Adult reads sources A–E. These are deliberately authored in everyday Australian classroom English but do not assume every classroom has a book-return box, screen or paper-counter set. A child may choose an analogous familiar object. The child print pool below is **optional at the individually taught point**. ## A · The small return story · original four-page paper book [Print-ready six-panel book SVG](story-book.svg) · [A4 PDF](story-book.pdf). The title is repeated inside the cover panel so cut cards retain it. **Front cover:** “The book with the loose page” (large title) and a plain drawing of a closed book. **Back cover:** “A story about noticing and asking.” Keep this mock book left-to-right for this English-language example; check local language/text conventions when adapting. - **Page 1:** Miri found a book on the reading rug. A page had slipped out. - **Page 2:** Miri did not put the loose page in a pocket. Miri kept it beside the book. - **Page 3:** Miri asked the adult at the room's book corner, “Where can I leave these so someone can fix the book?” - **Page 4:** The adult pointed to a wide return box. Miri placed the book and loose page together inside. The story does not say the page was repaired. Adult modelling: cover gives a title and clue; pages have an order; the character faces a small problem and asks before acting. Reading the story can help a listener understand Miri's reason, but it is **fiction**, not a school rule. Ask “What happened first?” and “What do we still not know?” ## B · Return-box sign · original informative text [Print-ready sign SVG](return-sign.svg) · [A4 PDF](return-sign.pdf). **Words:** “Finished with a book? Put it in the wide return box. Tell an adult if a page is loose.” **Image description:** an outline book and a separate loose rectangle both point with a thick arrow into one wide open box. **Position:** print the words above the image, within a thick border. The image adds *which box and what to keep together*; the words add *when to use it and whom to tell*. The sign is a fictional example, not a rule for a real school. Do not rely on blue/green or arrow shape alone; read the words and describe the arrow. ## C · Paper screen with two frames · original informative mockup [Print-ready two-frame SVG](paper-screen.svg) · [A4 PDF](paper-screen.pdf). **Frame 1 title:** “Choose what happened.” Two large labelled choices: “I am finished with the book” and “A page is loose.” A large labelled **Next** button moves to Frame 2 in the paper demonstration. **Frame 2 title:** “Return and tell.” Text: “Put the book and loose page together in the wide box. Tell an adult.” A large labelled **Back** button returns to Frame 1. A line of text at the bottom of each frame reads “No name or photo needed.” This is a static *paper-described digital-text convention*, not an actual interactive service. Have a child point to a choice, then physically show the next page/frame; never claim a device action occurred. Frame labels, choice order, Next and Back are read and touched/pointed to. A plain linear transcript is: “Choose what happened. Option one: finished with book. Option two: loose page. Next. Return and tell. Put book and loose page together in wide box. Tell adult. Back.” The mockup does not know which option a child chose; the adult can adapt the paper sequence without collecting data. ## D · The maker-table record · original adult-read event report > On the maker table, six broad paper circles were ready for a display. Tavi moved two circles into a labelled envelope. Four circles stayed on the table. Tavi checked by pointing to each circle still there. The report does not say who will use the envelope tomorrow. The event and quantities are fictional but internally checkable: **6 start, 2 moved, 4 remain**. Use six equal, broad paper tokens if modelling; a child does not need to manipulate small parts. Keep English evidence (who, action, sequence, source detail) separate from a mathematics judgment about modelling or calculation. A drawn six-box strip works without loose objects. ## E · The reading-corner account · original adult-read add-on report > The reading corner had three large blank bookmark cards. Ren brought two more large cards from the art table. There were five cards together. Ren wrote “five” on a paper label so another person could find the set. The account does not say whether anyone took a card later. This event is **3 start, 2 added, 5 together**. The reported label is a fictional fact; children may create a new label in class only if five cards are actually there. Do not imply the fiction is a real classroom observation. ## Child print and oral work Optional, previously used local pool: **a, an, at, can, cap, cup, i, in, is, it, map, mat, on, red, see, sit, tap, ten, tin**. Do not treat this list as a national sequence. Check the child's taught correspondences and high-frequency words first; even “see” requires the taught **ee** link. Print copies may be enlarged or read by an adult. Spoken blending examples are **/m/ /a/ /t/** and **/t/ /i/ /n/**; offer a visual mouth/tile route and record it as a different access condition when sound is unavailable. Adults supply *book, sign, screen, frame, sentence, report, return, remain, together, first, next, because*. **One sentence boundary model:** “Miri put the book in the box.” Point to its first capital and final stop. Contrast with the incomplete label “wide box” as a useful label, not a bad sentence. A child may dictate a meaningful short sentence; adult marks which letters/words the child actually selected or spelled. Do not equate motor output with language understanding. ## Exact nonvisual, quiet and tactile equivalents **Three-text aid:** Three ordered areas are **BOOK: title / page 1 / page 2 / page 3 / page 4 / back**, **SIGN: when / action / image clue**, **PAPER SCREEN: Frame 1 / choice / Next / Frame 2 / Back**. The spoken or AAC prompt for each is identical: “What is this text for? Which part tells you? What does it not tell you?” Place one broad raised card per area and one large token for a selected clue. A blind learner can use a linear spoken transcript; the teacher says each label and the child directs placement. No task depends on colour, small arrow, animation, audio, hover, click accuracy or sighted page scanning. **Event-evidence aid:** Six broad labelled areas, in order: **WHO / FIRST / ACTION / THEN / SOURCE DETAIL / STILL UNKNOWN**. Adult reads each label; a child directs large tactile cards or speaks a dictated answer. For source D, “WHO = Tavi; FIRST = six circles on table; ACTION = moved two; THEN = four stayed; SOURCE DETAIL = Tavi counted those left; STILL UNKNOWN = who uses the envelope tomorrow.” For E, replace with “Ren / three cards / brought two / five together / wrote five / later use unknown.” If using actual counters, offer a drawn six-box strip, adult-directed tokens or a virtual large-target equivalent. Count result and English retell are separate observations. **Paper-screen exact transcript:** The entire C transcript is above. Silent/no-screen users receive the same text and two broad cards. A child can decline sound, touch or public presentation; do not use one mode as a proxy for attention, intelligence or disability. Original SubjectNest sources and accessible scripts © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.