# Foundation English · thirty child choices · Days 171–180

Adult reads each route and its source. The **Child print** strip is optional at each child's taught point, not the rich text to decode. The same target can be shown through a point, speech, sign, AAC, broad tactile cards, drawing or adult-directed placement. Use fictional paper objects; no one must tell a private conflict, touch a prop or speak to a public group. Days 175/180 routes are **after** the fresh check.

## Day 171

- **Pretend library:** Use A to show what Luma and Jay each wanted and what the story does not yet tell. **Child print:** “a mat”
- **Toy road:** Place a road card and puppet card beside one broad mat; retell both views without choosing a winner. **Child print:** “i can see”
- **Paper theatre:** Direct an adult through A's four scenes and leave the result open. **Child print:** “it is on a mat”

## Day 172

- **Pretend shop:** Reword a paper-counter request to include what you need and a question someone can answer. **Child print:** “a cap”
- **Story rug:** Use B's “I hear you” move to disagree with a plan while still listening. **Child print:** “i can see it”
- **Puppet stage:** Choose ASK, REASON and OTHER VIEW cards for a fictional shared prop. **Child print:** “a red mat”

## Day 173

- **Block mat:** Put a request, another view and a proposed try on C's plan mat; mark result not tested. **Child print:** “i can see”
- **Book display:** Explain why a turn plan is a proposal until people have used it and been asked. **Child print:** “a map”
- **Toy sports court:** Ask one question that would show whether both paper teams got a chance. **Child print:** “it is red”

## Day 174

- **Library message:** Dictate a short request plus reason; ask a chosen listener what it means and change one useful word. **Child print:** “a mat”
- **Toy stage note:** Draw a two-turn plan, label it proposed, then revise after a listener's response. **Child print:** “i can see it”
- **Art table:** Make a fair-plan card for two fictional paper displays with a check question, not a claimed outcome. **Child print:** “a red cap”

## Day 175 · after your check

- **Paper picnic mat:** Make a new fictional request and a respectful reply; say what would still need trying. **Child print:** “a mat”
- **Toy workshop:** Use B's ask/reason/other-view frame with a different broad paper tool. **Child print:** “i can see”
- **Library queue model:** Give both fictional characters a chance to speak and ask how to know whether the plan worked. **Child print:** “it is on a mat”

## Day 176

- **Train windows:** Use D's six broad shapes to tell the three-shape repeating part and the next three. **Child print:** “i can see it”
- **Book border:** Direct an adult to build two circles, one square, then repeat; compare to D. **Child print:** “a map”
- **Paper garden sign:** Describe D by shape names and order, not colour, and give a listener the next step. **Child print:** “a red mat”

## Day 177

- **Toy-house sign:** Use E to tell where triangle and circle go relative to square; repair “there”. **Child print:** “i can see”
- **Paper-map legend:** Direct an adult to place a triangle above and a circle right of a central square. **Child print:** “a map on a mat”
- **Stage set:** Choose which position word would fix a listener's “by the square” mismatch. **Child print:** “a red cap”

## Day 178

- **Toy train:** Give a two-step shape instruction to a chosen listener; compare the result with first words. **Child print:** “i can see it”
- **Paper scarf border:** Use D's repeating part, then revise one missing shape/order word after a listener try. **Child print:** “a mat”
- **Library shelf label:** Draw or dictate a shape direction; record what an adult understood and repair a vague phrase. **Child print:** “it is red”

## Day 179

- **Paper garden border:** Teach another person an original broad-shape sequence and keep first/revised directions. **Child print:** “i can see”
- **Transport sign:** Give two precise paper-tile steps that work without colour, then ask the listener what happened. **Child print:** “a map”
- **Puppet stage:** Dictate a triangle/square placement instruction and revise a location word if a listener needs it. **Child print:** “a red mat”

## Day 180 · after your check

- **Museum tile strip:** Create a different three-shape repeat for an adult; say its repeating part and one precise next step. **Child print:** “a mat”
- **Book-cover border:** Compare “put it there” with your named shape and location instruction, then choose clearer wording. **Child print:** “i can see it”
- **Toy road sign:** Give a new two-step shape direction and ask what a listener would still need to know. **Child print:** “a red cap”

**Teacher print note:** Optional strips are not a national phonics sequence. Adult reads any untaught word, and the child can still show meaning. No picture is used to guess printed words. Original SubjectNest learner choices © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).