# Foundation / Prep English · ten 25-minute scripts, Days 161–170

Adult reads [sources A–D](MATERIALS.md). Offer any [learner choice](LEARNER-CARDS.md) with speech, point, sign, AAC, large-print/tactile cards, drawing or child-directed scribing. The five linked A4 sources/mats have exact linear equivalents. Each daily sequence is 3 + 4 + 5 + 7 + 4 + 2 minutes. Child-created print and real observation are recorded separately from adult reading, copied writing or a fictional drawing. Keep [Days 165/170](ASSESSMENT.md) entirely teacher-held until their first response is saved.

## Week 33 · Day 161 — Point to what is actually drawn

**Goal:** identify two visible features of P or Q and distinguish a drawn detail from a guess about a real plant. **Proposed codes:** AC9EFLA08, AC9EFLY05, AC9EFLY10. **Prepare:** source A/plant cards, broad leaf tokens, Card 161.

1. **Oral first · 3 min.** Speak /p/ /a/ /t/ and /m/ /a/ /t/ without showing letters; child hears the changed start. Show **mat** only at a taught point.
2. **Look/listen · 4 min.** Show or describe P and Q exactly. Ask which has oval leaves, then count visibly separate leaf outlines; no touching real plants.
3. **Model · 5 min.** Say “P has three oval leaves in this drawing.” Place it under DRAWING SHOWS. Put “P needs more water” under STILL UNKNOWN. Explain the difference without shaming a prediction.
4. **Child try · 7 min.** Choose a school-garden, windowsill or storybook-plant route from Card 161. Child names two visible source features using a point, AAC, tokens or words and gives one unknown.
5. **Check · 4 min.** Offer “Q has two narrow leaves” and “Q will grow tall.” Ask which is supported by A and where the clue is. Record first answer/access.
6. **Exit · 2 min.** Ask what a real local observation would require. Accept “look at an actual safe plant” and keep this drawing labelled fictional.

## Week 33 · Day 162 — A caption tells what an image means

**Goal:** pair A's visible evidence with an accurate caption and say what the picture cannot show. **Proposed codes:** AC9EFLA07, AC9EFLA08, AC9EFLY01. **Prepare:** source A and model B, two caption strips read by adult, Card 162.

1. **Oral/print · 3 min.** Say **three leaves** as two spoken word units; child marks two broad tokens. Optional familiar child print stays separate.
2. **Read · 4 min.** Read B's title and two sentences; show/describe A without changing the leaf counts.
3. **Model · 5 min.** Match “P has three oval leaves” to P; point to outlines. Contrast a caption “P is the healthiest plant” as unsupported by the drawing. Adult reads both.
4. **Child try · 7 min.** Child chooses a classroom plant sketch, park-model card or picture-book page. Match a source detail to a one-sentence caption through speech, sign, AAC, drawing or adult scribe.
5. **Check · 4 min.** Remove A and ask what B tells that an unlabeled image might not; restore A and ask what image confirms. Record words and image contributions separately.
6. **Exit · 2 min.** Child gives one caption question: “What would we need to see to know more?” Do not infer behaviour or care needs.

## Week 33 · Day 163 — Build a short information page

**Goal:** organise source-bound details into title, source, two sentences and one open question. **Proposed codes:** AC9EFLA05, AC9EFLA06, AC9EFLA09, AC9EFLY06. **Prepare:** B and blank information-page mat, Card 163.

1. **Oral/print · 3 min.** Adult says “Plant P has leaves.” Child segments the spoken sentence into four word tokens; letters shown only at taught point.
2. **Read · 4 min.** Read B. Identify its title, two source details, caption and question. The teacher distinguishes drawing source from a real field record.
3. **Model · 5 min.** Start a new page “Plant Q”, select its two visible details, point to the sentence first capital and end stop. Do not copy B as a child independent creation.
4. **Child try · 7 min.** Child chooses a large plant-card, toy-garden or paper museum context. Directs a title, source label and one or two accurate sentences; adult scribes only exact dictated words, marking adult spelling.
5. **Check · 4 min.** Present “Q has three oval leaves.” Child corrects to the source's **two narrow leaves** and points to A. Keep first and edited statement.
6. **Exit · 2 min.** Ask whether a source labelled “drawing” can be called “I saw this in our garden.” It cannot, unless a real observation occurred separately.

## Week 33 · Day 164 — Revise one useful detail

**Goal:** shared-edit a short information page so its words match the source and its uncertainty remains visible. **Proposed codes:** AC9EFLA07, AC9EFLA09, AC9EFLY06, AC9EFLY07. **Prepare:** A/B, a first-draft sentence, consenting chosen listener, Card 164.

1. **Oral/print · 3 min.** Orally segment a taught CVC, then offer a familiar printed strip if taught. Do not infer child spelling from scribed rich words.
2. **Read · 4 min.** Read B and its first draft “P has lots of leaves.” Ask what A lets us say more exactly.
3. **Model · 5 min.** Revise to “In this drawing, P has three oval leaves.” Point to the selected source detail and one first capital/end stop; leave a still-unknown question.
4. **Child try · 7 min.** Child chooses a library information card, school-garden sketch or toy-exhibit page; creates one new exact sentence/caption from A or an approved actual observation, clearly naming the source.
5. **Listener/edit · 4 min.** A consenting listener repeats what was understood. Child corrects one meaning mismatch, or explains why no change is needed. Save first/revised wording and actual spoken peer delivery separately; private/AAC route remains valid.
6. **Exit · 2 min.** Ask what was observed and what remains to find out. Keep Day 165 texts unseen.

## Week 33 · Day 165 — Fresh information-page check

**Goal:** use unseen drawn observations to make one accurate caption and one bounded short report. **Proposed codes:** AC9EFLA07, AC9EFLY01, AC9EFLY05, AC9EFLY06, AC9EFLY12. **Prepare:** teacher-held Day 165 in ASSESSMENT and blank information-page mat. Card 165 follows the check.

1. **Welcome · 3 min.** Explain a new drawing helps choose the next practice. Child may point, sign, use AAC, dictate, draw or write; no public response needed.
2. **Warm retrieval · 4 min.** Use A/B only to recall “source detail / still unknown”, not any held-out name, shape or quantity.
3. **Unseen source · 5 min.** Show or neutrally describe held-out cards and read the teacher copy once; do not gesture to a scored leaf count.
4. **First independent response · 7 min.** Child identifies visible features, makes a faithful short caption/report and labels one unsupported claim. Save exact first response, adult reading and mode.
5. **Optional print · 4 min.** Show held-out CVC only at taught point, with no picture and print hidden for one sound-to-letter attempt. Mark untaught items not administered.
6. **Close · 2 min.** Choose component-specific next teaching from key; release Card 165 with different practice content afterwards.

## Week 34 · Day 166 — Retell what one roof test reported

**Goal:** sequence C's setup, change and reported result without claiming it happened in our room. **Proposed codes:** AC9EFLA08, AC9EFLY05, AC9EFLY10. **Prepare:** roof-test source C, broad block/strip/disk cards, Card 166.

1. **Oral/print · 3 min.** Say **same disk** and **new strip** as spoken two-word groups. Child marks word boundaries with broad tokens.
2. **Listen · 4 min.** Read C once and show its diagram. Ask what stayed the same across the two reported tries.
3. **Model · 5 min.** Place **same gap / same broad disk** beside two labelled strips. Point to C's actual words: tissue tore, card stayed whole **in this one fictional report**.
4. **Child try · 7 min.** Choose toy shelter, paper display or story-stage roof from Card 166; retell first setup, material change and the two recorded results with paper models or AAC.
5. **Check · 4 min.** Offer false retell “Ari tried two disks.” Child corrects with C and states the test not yet done.
6. **Exit · 2 min.** Ask what real test data would require; do not promise the same outcome with local materials.

## Week 34 · Day 167 — Compare two explanations with evidence

**Goal:** choose the explanation whose claim matches C and identify why “always” reaches beyond one test. **Proposed codes:** AC9EFLA05, AC9EFLY05. **Prepare:** C and D, claim/evidence/question mat, Card 167.

1. **Oral/print · 3 min.** Adult says “one test” and “all tests.” Child hears the difference; optional child print is separate.
2. **Read · 4 min.** Read D's two explanation cards with equal voice. Ask the child to point to the word that makes Explanation 1 too broad.
3. **Model · 5 min.** Put “card suited this reported roof trial” under CLAIM and C's tissue/card result under SOURCE. Put another disk/gap under STILL TO TEST.
4. **Child try · 7 min.** Choose paper bridge model, toy-display canopy or folder-cover route. Child picks the bounded explanation and tells which source detail supports it by voice, AAC, sign or point.
5. **Check · 4 min.** Ask whether “looks thick” alone proves “always best.” Accept a source-bound no and a question about different loads; record exact reason.
6. **Exit · 2 min.** Invite a prediction labelled as a prediction; do not score it as an observed result.

## Week 34 · Day 168 — Ask for the test we still need

**Goal:** form a specific next question while keeping the current report separate from an unrun test. **Proposed codes:** AC9EFLA08, AC9EFLY02, AC9EFLY05. **Prepare:** C/D, broad SAME / CHANGE / CHECK cards, Card 168.

1. **Oral/print · 3 min.** Adult says “What if the disk changes?” Child points to the question voice/mark; no printed decoding claim.
2. **Listen · 4 min.** Reread C's final sentence. Ask which load and gap Ari did **not** try.
3. **Model · 5 min.** Ask “Would the card stay whole with a second broad disk over the same gap?” Mark change = load, same = gap/card; result = unknown. No load is actually applied.
4. **Child try · 7 min.** Choose pretend shop canopy, puppet shelter or model bus-stop roof route; create one answerable, safe paper-only next-test question. A non-touch child directs an adult or uses a drawing.
5. **Check · 4 min.** Contrast “Is card always best?” with “Would this card strip stay whole under two broad disks over this gap?” Ask which has a checkable condition.
6. **Exit · 2 min.** Child names what could change their current explanation if a new test gave a different result.

## Week 34 · Day 169 — Write or dictate a bounded explanation

**Goal:** create and shared-edit a short explanation that names the source, one result and one limit. **Proposed codes:** AC9EFLA09, AC9EFLY06, AC9EFLY07, AC9EFLY13. **Prepare:** C/D, claim/evidence mat, first/revised record, consenting listener, Card 169.

1. **Oral/print · 3 min.** Blend one already taught CVC or use a spoken phoneme manipulation; log child-selected letters separately from adult source reading.
2. **Model · 4 min.** Say “In Ari's one report, card stayed whole under the disk.” Point to first capital and sentence stop. Adult supplies untaught spellings.
3. **Guide · 5 min.** Pair a claim with exact C evidence and place “different load” in STILL TO TEST. Use actual class result only if a real approved test occurred and was recorded.
4. **Create · 7 min.** Child chooses paper display, toy shade or card holder context; dictates/writes/signs/selects a one- or two-sentence bounded report, source named. Adult scribes verbatim.
5. **Listener/edit · 4 min.** Chosen listener repeats understood evidence; child improves one meaningful word or limit. Keep first/revised versions and adult aid separate; peer spoken-delivery evidence only if actually spoken to peers.
6. **Exit · 2 min.** Ask what the report does **not** prove. Hold Day 170 source entirely unseen.

## Week 34 · Day 170 — Fresh explanation/evidence check

**Goal:** compare two unseen design explanations, identify the supported result and ask one bounded next-test question. **Proposed codes:** AC9EFLY05, AC9EFLY06, AC9EFLY10, AC9EFLY12. **Prepare:** teacher-held Day 170 ASSESSMENT, blank claim/evidence mat. Card 170 is after-check practice.

1. **Welcome · 3 min.** A new fictional paper-design report helps plan next teaching; no real material test or public speaking is required.
2. **Warm retrieval · 4 min.** Use C only to recall SOURCE / UNKNOWN; do not preview the fresh object, character, material pairing or outcome.
3. **Unseen source · 5 min.** Read the held report and two explanations neutrally. Describe its diagram without giving a success signal.
4. **First independent response · 7 min.** Child selects better-supported explanation, names one exact result and one unknown, and makes a short bounded report. Save words/mode/prompt.
5. **Optional print · 4 min.** Offer fresh held CVC items only after taught-point check, no picture; keep oral sound/print and comprehension separate.
6. **Close · 2 min.** Use key for a next 3–5 minute lesson, then release Card 170 with different objects. A later integrated block is not a repeat check.

**Planning boundary:** These ten lessons are partial Foundation English opportunities. Fictional drawings/tests do not satisfy an actual science investigation or guarantee a design result. Original SubjectNest scripts © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).