# Foundation English Weeks 33–34 · complete original sources Adult reads each rich text. Print the linked A4 pages or use the exact linear description below. **Sources A–D are fictional teaching models.** Only a teacher-approved observation of a real plant or material can support a real-world science/design claim. Drawings do not show smell, texture, growth, habitat, species identity or needs. ## A · Two drawn plants · observation cards [Plant observation SVG](plant-observation.svg) · [A4 PDF](plant-observation.pdf). The two broad cards are deliberately **drawings of invented plants**, not field records or native-species depictions. **Card P:** one visible straight stem, three separate oval leaf outlines, a plain round pot. **Card Q:** one visible straight stem, two separate narrow leaf outlines, a plain square pot. No roots, flowers, insects, labels of species, water, growth stages or colour-coded facts are shown. The shapes are simple originals, not a diagnostic botanical illustration. **Adult read-aloud record:** “In the drawing, P has three oval leaves and one visible stem. Q has two narrow leaves and one visible stem. The drawing does not tell us where either plant grows, how it feels, what it needs or whether the pot is heavy.” Ask “What can we point to?” and “What would we have to observe or ask to know more?” **Optional real-local route:** From a school-approved position, select one safe, visible living plant **only if** the teacher can first observe it with the child and record the date/context. Ask for observable features such as a leaf edge or count of visible stems without naming a species or touching/picking. If a learner cannot access the view, provide an adult's faithful, dated description and record that evidence route; do not call it the child's own sight observation. Avoid wildlife, fungi, unknown plants, water hazards and private location data. An indoor teacher-approved plant can serve the same English purpose. If no live observation is available, use P/Q solely for English source-reading practice. ## B · Information page from A · original model [Blank information-page SVG](information-page.svg) · [A4 PDF](information-page.pdf). Adult reads the model; the child may make a **new** page rather than copy it. **Title:** “Two drawn plants”. **Sentence 1:** “Plant P has three oval leaves.” **Sentence 2:** “Plant Q has two narrow leaves.” **Caption:** “These are drawings, not real plant measurements.” **Open question:** “What do the real leaves feel like? We cannot tell from this drawing.” A short information page gives a title, source, selected observed details and a limit. It does not say either plant needs more water, is healthy, grows here or attracts animals. **Shared editing model:** The first draft “P has lots of leaves” is vague. Revise to “In this drawing, P has three oval leaves.” The edited sentence names the source, count and visible shape. Adult supplies any untaught spelling; the child can choose the content, initial capital and sentence stop. A drawing of Q can sit beside a caption; image and words each add meaning. ## C · One paper-roof trial · original adult-read report [Printable roof-test source SVG](roof-test.svg) · [A4 PDF](roof-test.pdf). This is a **fictional report**, not a guaranteed result from real materials. > Ari put two small cardboard blocks the same distance apart. Ari laid a tissue-paper strip across the gap as a roof and placed one broad cardboard disk on it. In this report the tissue tore. Ari put a card strip of the same length across the same gap and used the same disk. In this report the card stayed whole. Ari did not try a second disk or test a different gap. The two strips are described as the same length and tested across the same gap with the same broad disk. The materials differ, but one fictional try does not prove thickness alone caused the different result, nor that card is always best. If a teacher physically tests safe approved materials, record that **actual** result, which may differ. A child may use the A4 diagram or direct an adult; no one needs to hold a load or touch tissue. Keep sharp tools, unknown materials and a real animal out of the task. ## D · Two explanations to compare · original adult-read cards [Printable explanation SVG](explanation-cards.svg) · [A4 PDF](explanation-cards.pdf). - **Explanation 1:** “The card roof is always best because it looks thick.” This is an overbroad conclusion. “Looks thick” is a visible description, not enough evidence for **always** or for all possible loads. - **Explanation 2:** “In Ari's one reported test, the tissue tore under the broad disk and the card stayed whole with the same disk and gap. The card suited that tested roof purpose in that trial. Another load or gap has not been checked.” This is bounded to the source and names a fair comparison detail. Ask “Which explanation fits the recorded result?” and “What is still unknown?” A child may disagree with an adult's prediction if they cite a source or actual observation. The aim is a faithful English explanation, not a universal engineering claim. ## Child print and oral routine The optional short printed pool remains **a, an, at, can, cap, cup, i, in, is, it, map, mat, on, red, see, sit, tap, ten, tin**. This is **not** a national phonics sequence. Before showing any strip, check the child's taught correspondences and local high-frequency words; adult reads untaught print. “See” requires a taught **ee** link. Source words including *plant, oval, narrow, caption, tissue, card, roof, test, evidence, always* are adult-read. A three-minute oral routine may contrast /p/ /a/ /t/ with /m/ /a/ /t/ using spoken CVCs and broad tiles before print. Record hearing, text-transcript, tactile, AAC and print responses as different conditions. ## Exact nonvisual, quiet and tactile alternatives **Plant cards:** Say “P: one straight stem, three separate oval leaf outlines, round pot. Q: one straight stem, two separate narrow leaf outlines, square pot.” Give one broad stem token and three oval/ two narrow broad leaf tokens on separate trays; a child can direct the adult. The pot shape is a drawn feature, not evidence about the plant's needs. No colour, smell or visual acuity alone carries a scored answer. **Information-page mat:** In order, **TITLE / SOURCE / DETAIL 1 / DETAIL 2 / PICTURE OR CAPTION / STILL TO FIND OUT**. Adult reads each label, supplies large tactile dividers, and records exact child wording; if the child has not observed a living thing, SOURCE is “drawing P/Q”, not “our garden”. A spoken or AAC page is equally acceptable for meaning; mark actual print/punctuation separately. **Roof-test source:** Read the full source C above. On the A4, two strips over the same gap and one broad disk are line drawings only. Tactile route: place two large parallel block cards at the same spacing, a broad flat strip labelled TISSUE on one, a second labelled CARD on the other, and one broad DISK token. The adult reads the **reported** results aloud; the tactile pieces do not themselves demonstrate strength. **Claim/evidence mat:** Three broad ordered areas are **CLAIM / SOURCE OR ACTUAL OBSERVATION / STILL TO TEST**. Use the exact question “What supports this? What is still unknown?” Child can point, speak, sign, use AAC, move broad tactile cards or direct an adult. Do not put the overbroad claim in the evidence box merely because it sounds confident. **No recording:** The paper cards are enough; no device, upload, camera, account, sound cue, personal family story or child photograph is required. A child may pass on touch or public sharing. A teacher can read a linear transcript in a quiet space. Original SubjectNest sources, scripts and printable designs © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).