# Foundation / Prep English · Weeks 31–32 · Days 151–160

**Teacher draft, 29 September 2026.** These ten original, timed [25-minute lessons](LESSONS.md) pair with the Foundation year sequence: Week 31 asks what a book, sign and screen each do; Week 32 asks how to report an adding or taking-away event accurately. The pack contains [five original adult-read sources](MATERIALS.md), [thirty same-target learner choices](LEARNER-CARDS.md), [twenty worked domain swaps](OPTIONAL-PRACTICE.md), [two fresh teacher-held checks](ASSESSMENT.md), a [separate key](TEACHER-KEY.md), and five original A4 printables: [book cards](story-book.svg), [sign](return-sign.svg), [paper screen](paper-screen.svg), [three-text comparison mat](three-texts-one-idea.svg) and [event evidence mat](event-evidence.svg), each in SVG and PDF. [Exact text and tactile equivalents](MATERIALS.md) make both usable without printing or a screen.

**Start here, in five minutes:** Read the day's script, display or read its named source, take the matching card and a thick marker, and offer a place to point, speak, sign, use AAC, draw or direct an adult. For Week 31, make a paper “screen” with two labelled frames; a device, account, camera, internet connection and real book-return system are unnecessary. For Week 32, use six to ten broad paper counters or a drawn model and check the actual event in the story. Children can choose a quiet/private response. Save the first independent answer and log any read-aloud, prompting or scribing separately.

**Print boundary:** Adult-read sources are rich, authentic teacher-created texts, not claims of independent child decoding. The short optional child-print pool is checked against each child's explicitly taught grapheme–sound links and local high-frequency words. Read any untaught words aloud and report listening/viewing comprehension separately. Do not infer reading skill from a child guessing a picture. [Days 155 and 160](ASSESSMENT.md) stay covered until administration; after those checks, the learner cards provide different practice.

**Curriculum and limits:** The [crosswalk](CURRICULUM-CROSSWALK.md) pins exact ACARA v9 Foundation descriptions to an official workbook and records proposed, partial links. [QCAA ACiQ v9 English](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english) is the Queensland Prep implementation entry point. Other states and territories require local planning/assessment checks; this pack does not purport to be a state-approved whole-year program. The [desk review](QA-RUN-THROUGH.md) explains what was and was not tested.

**Rights and safety:** Original SubjectNest text, lesson scripts, checks and vectors © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. Exact third-party curriculum wording stays under [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); see [source and rights ledger](SOURCE-RIGHTS.md). No child photographs, voices, real family information, commercial text, screen capture, First Nations language translations or borrowed illustrations are included. A school chooses locally suitable contexts and access routes.