# Ten optional 6–8 minute follow-ups · Foundation English Days 161–170

Choose one after the core lesson if useful; after the held check on Days 165/170. Each day has **two worked examples from different everyday domains** that rehearse the same English target. Adult reads rich words; child print remains at taught point. These are examples and practice, not new test scores, required homework or a claim that the fictional scenes happened.

| Day | Worked swap A | Worked swap B | Look for / teacher move |
|---:|---|---|---|
| 161 | **Paper seaweed drawing:** three long fronds are visible; “it lives in deep water” is not shown. **Answer:** report fronds, leave habitat unknown. | **Toy-tree sketch:** two branching lines and four broad oval leaves are visible; “birds live here” is not shown. **Answer:** describe marks only. | Child points to a source clue and labels an inference; offer real observation only if actually safe and recorded. |
| 162 | **Library exhibit card:** drawing has two rounded leaves; caption “two rounded leaves are drawn” is supported. **Answer:** image supplies shape, caption supplies words/count. | **Art-wall sketch:** drawing has one thick visible stem; caption “this plant grows fast” is unsupported. **Answer:** change to “one thick stem is drawn”. | Cover picture, then caption, and ask what information is lost each time. |
| 163 | **Transport museum model:** a drawing of a paper bus has two large wheels; title “Paper bus”, source “drawing”, sentence “Two wheels are drawn.” **Answer:** not a real vehicle observation. | **Cooking pretend:** a paper spoon drawing has one broad handle; title/source/sentence can describe visible marks without food claims. **Answer:** caption what is drawn. | Child organises title, source and one true sentence; ask where a capital and stop belong. |
| 164 | **Sports poster:** first “many balls”, revision “four paper-ball outlines are drawn”. **Answer:** count and source sharpen meaning. | **Toy zoo sign:** first “big animal”, revision “the drawing has one long tail”. **Answer:** visible detail, no behaviour or species claim. | Keep first and revised words and child choice; adult does not replace child's voice with polished copy. |
| 165 | **After check only, paper leaf card:** a *new* teacher drawing has two round leaves; make a title, source and exact caption. **Answer:** “Two round leaves are drawn.” | **After check only, book-display model:** compare one pointed leaf outline to one round leaf outline, then ask what real texture remains unknown. **Answer:** tactile appearance of a real leaf not shown. | Fresh practice source differs from check; do not reveal held case before first record. |
| 166 | **Toy ticket bridge:** fictional thin paper sags in one report while thick card stays flat with the same broad disk. **Answer:** retell only this report; real result may differ. | **Book-jacket model:** fictional tissue cover tears with one large paper tile while card cover stays whole. **Answer:** same tile and gap support a bounded comparison. | Child keeps first/material change/result and flags “reported” versus “happened here”. |
| 167 | **Paper banner:** “This strip is always best” exceeds one fictional hanging trial; “this strip stayed whole in our story's one test” fits. **Answer:** the bounded sentence. | **Model boat shelter:** “the thicker sheet looks nice” is not evidence it kept a paper token dry; “the record says this sheet stayed whole” is source evidence. **Answer:** source line over appearance. | Child links claim to recorded detail; reject certainty without new trials. |
| 168 | **Garden-sign canopy:** ask “Would the card stay whole under two broad paper disks over the same gap?” **Answer:** checkable new load; still unknown. | **Paper bus shade:** ask “Would tissue tear over a shorter gap with the same disk?” **Answer:** checkable changed gap; no result yet. | Child states SAME / CHANGE / CHECK. Adult does not invent an outcome. |
| 169 | **Library label:** vague “it worked”, revision “in our story, the card strip stayed whole under one broad disk”. **Answer:** source and condition clear. | **Maker display:** vague “tissue is bad”, revision “in this one report, tissue tore under the disk across this gap”. **Answer:** bounded and respectful wording. | Save first/revised, mark adult-supplied spelling, ask what next test is needed. |
| 170 | **After check only, paper parcel cover:** adult invents a new one-load fictional comparison; child places claim, result and unknown in separate boxes. **Answer:** only one trial supports “this trial”. | **After check only, toy theatre backdrop:** adult invents two broad strips with one same paper disk; child asks what a second disk might do. **Answer:** unanswered question, not result. | New objects only; the held source remains private until completed. |

**Family option:** A five-minute adult-read drawing or paper-object story is enough. Ask “What can you point to?” or “What part of the report says that?” A family may pass; no plant collection, real roof test, purchase, printing, photo, upload or private life detail is required. Original SubjectNest practice © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).