English · ten 25-minute scripts, Days 171–180Foundation English · T4 W35–36 · Lesson sequence

Adult reads original sources A–E; the child chooses one of three daily routes. Each lesson has 3 + 4 + 5 + 7 + 4 + 2 minutes. Sound, oral/AAC meaning, adult-read comprehension, child-selected print and actual peer delivery are different evidence. Offer quiet/private participation and a pass on touch or role-play. Save each first independent response before feedback. Keep Days 175/180 checks and keys out of teaching.

Week 35 · Day 171 — What does each person want?

Goal: identify two stated wants in A and one fact the story has not yet told. Proposed codes: AC9EFLE02, AC9EFLA02, AC9EFLY05. Prepare: A, two broad character cards, one wide mat card, Card 171.

1. Oral/print · 3 min. Say spoken /m/ /a/ /t/, blend and segment without letters; show taught mat only if its links have been taught.
2. Read · 4 min. Read A Scenes 1–4 neutrally. Child may ask for a reread; log it.
3. Model · 5 min. Put Luma/road and Jay/puppets beside one mat. Point to a sentence for each want. Put “Did turns work?” under NOT YET KNOWN.
4. Child try · 7 min. Choose a pretend library, toy road or paper theatre scene on Card 171; retell both wants through speech, sign, AAC, drawing or adult-directed cards, without saying one wins.
5. Check · 4 min. Offer “Jay already had a full turn.” Child corrects it using Scene 4: they only agreed to try.
6. Exit · 2 min. Ask what the children would need to do or ask next to know whether the plan worked. Invite one child thought about the proposed turns, labelled as their thought, not a character feeling stated by the text.

Week 35 · Day 172 — Ask, listen and disagree without ordering

Goal: distinguish a request plus reason from a command and make a respectful disagreement. Proposed codes: AC9EFLA02, AC9EFLY02, AC9EFLY05. Prepare: dialogue B, ASK / REASON / OTHER VIEW cards, Card 172.

1. Oral/print · 3 min. Child hears the two spoken units my turn and marks one token per word; optional print remains at taught point.
2. Hear · 4 min. Read B's first and more useful drafts in the same voice. Ask what information the second gives a listener.
3. Model · 5 min. Point to “Could I…?” as request, “I need room…” as reason and “I hear you…” as response. Show that declining a proposal can be polite; no child must agree to an unsafe or inaccessible plan.
4. Child try · 7 min. Choose shared pretend shop, story rug or puppet-stage scenario; child constructs a request, a reason and one respectful reply with spoken words, AAC frames, sign or paper symbols.
5. Check · 4 min. Offer “Move, I need it” and ask which detail is missing for a listener to reply. Child revises one phrase rather than reciting a fixed script.
6. Exit · 2 min. Ask whether polite wording proves the plan is fair. It still needs listening and a real check.

Week 35 · Day 173 — A plan is a proposal until tried

Goal: explain how C's proposed turns differ from an observed result and ask a check question. Proposed codes: AC9EFLA05, AC9EFLY01, AC9EFLY05. Prepare: A/C, fair-plan mat, Card 173.

1. Oral/print · 3 min. Say try turns as two spoken words; child uses two broad word cards. Blend a taught CVC separately if useful.
2. Read · 4 min. Read C and reread A's final scene. Ask whether either source reports what happened after trying.
3. Model · 5 min. Fill REQUEST / OTHER VIEW / PROPOSED TRY, leave ACTUAL RESULT as not tested. The frame is a plan/report aid; the story is a fiction.
4. Child try · 7 min. Child chooses a block mat, book display or toy sports-court route; makes a paper proposal with a reason from both sides and a question to ask after trying.
5. Check · 4 min. Present false sentence “Both children were happy after their turns.” Child finds that source A ends before turns and changes it to a question.
6. Exit · 2 min. Ask who can say whether an actual class plan met their need: the people affected, not a paper smiley.

Week 35 · Day 174 — Make a short fair-plan message and revise

Goal: create and share-edit a source-bounded request/plan for a consenting listener. Proposed codes: AC9EFLA09, AC9EFLY06, AC9EFLY07. Prepare: B/C, blank fair-plan mat, first/revised record, Card 174.

1. Oral/print · 3 min. Child hears and optionally blends a taught CVC; adult supplies rich spellings and logs child-selected letters.
2. Model · 4 min. Dictate “Could we try one turn each?” Point to capital C and question mark. Show the sentence asks; it does not report success.
3. Guide · 5 min. Choose A or another safe fictional paper scene. Put a request, reason, other view and trial on broad cards; leave result open.
4. Create · 7 min. Child chooses library, toy-stage or art-table context and creates a short voice/AAC/signed/pictured/written message. Adult scribes exact words, not a smoother substitute.
5. Listener/edit · 4 min. Consenting listener repeats what was understood; child edits one meaningful phrase or explains why no edit is needed. Save first/revised. Record peer spoken volume only when a child actually speaks to peers.
6. Exit · 2 min. Child names what to ask after the trial; Day 175 source remains unseen.

Week 35 · Day 175 — Fresh request/reason check

Goal: understand an unseen shared-space dialogue, give both views and propose a question that could test a plan. Proposed codes: AC9EFLA02, AC9EFLY02, AC9EFLY05, AC9EFLY12. Prepare: teacher-held Day 175 ASSESSMENT, blank fair-plan mat. Card 175 is after-check practice.

1. Welcome · 3 min. Explain a new paper story will guide next practice; a child may use point, AAC, sign, speech or dictation privately.
2. Warm retrieval · 4 min. With A only, recall request/reason/not-yet-known; never rehearse a held character, object or dialogue.
3. Unseen source · 5 min. Adult reads the fresh dialogue once neutrally and offers a recorded reread on request.
4. First independent response · 7 min. Child identifies both wants and reasons, selects a respectful request/reply and names what a plan would need checking for. Save exact mode and adult prompt.
5. Optional print · 4 min. Show held-out CVC only if all links are taught; no picture, one blend and one print-hidden sound-to-letter attempt. Otherwise not administered.
6. Close · 2 min. Use key for a next move. Release Card 175 with different content only after the first record.

Week 36 · Day 176 — Find the part that repeats

Goal: describe D's three-shape repeating part in an order another person can follow. Proposed codes: AC9EFLA07, AC9EFLY05, AC9EFLY10. Prepare: D patterned source, broad tactile tiles or linear transcript, Card 176.

1. Oral/print · 3 min. Say circle circle square with one broad word/shape token per spoken word; child identifies the three-part phrase, not a letter task.
2. See/hear · 4 min. Show or read D's six tiles without naming the repeating unit. Ask what might come next and label it a prediction.
3. Model · 5 min. Bracket first circle/circle/square, then the same three again. Explain why a description “two circles, then a square, repeat” is clearer than “some shapes”.
4. Child try · 7 min. Choose train-window, book-border or paper-garden sign route; child uses paper tokens, point, AAC or adult-directed placement to tell the repeating part and next three positions.
5. Check · 4 min. Offer circle/square/square as a distractor. Child compares exact order with D; record the first explanation, not speed of copying.
6. Exit · 2 min. Ask how someone using text or touch could know the sequence without colour.

Week 36 · Day 177 — Give each shape a clear place

Goal: replace an unclear location instruction with named shape and position words. Proposed codes: AC9EFLA06, AC9EFLY02, AC9EFLY05. Prepare: E, broad triangle/square/circle cards, upright paper mat, Card 177.

1. Oral/print · 3 min. Say “Put it there” and ask what two pieces of information are missing; adult supplies rich shape words.
2. Listen · 4 min. Read E's unclear and clearer versions. Give a text/tactile description of the upright page.
3. Model · 5 min. Put square centre, triangle above, circle right; say full instruction before moving. Show why “by” leaves more than one possible placement.
4. Child try · 7 min. Child chooses toy-house sign, paper-map legend or stage-set scene and tells a chosen adult where to put two shapes; the child can direct movement.
5. Check · 4 min. Adult deliberately places circle left of square after vague “by” and asks child which word would fix the mismatch; record the repaired wording.
6. Exit · 2 min. Child says or selects one location word that helps a listener; check orientation with the individual.

Week 36 · Day 178 — Test the instruction with a listener

Goal: compare a first direction with what a listener actually understood and revise one step. Proposed codes: AC9EFLA07, AC9EFLY02, AC9EFLY06. Prepare: D/E, instruction strip and listener record, consenting adult/peer or explicitly fictional model, Card 178.

1. Oral/print · 3 min. Revisit a taught oral CVC and keep print separate from directions.
2. Read · 4 min. Read D's clear and vague pattern instructions. Ask which gives shape names and order.
3. Model · 5 min. Say “Put those there again.” Adult deliberately makes a different six-card order, then repairs to D's explicit two circles/square/repeat wording.
4. Child try · 7 min. Child chooses toy train, paper scarf border or library shelf label; gives a new two-step shape/pattern instruction to a consenting listener or directs an adult. No public performance required.
5. Compare/edit · 4 min. Listener reports or shows what was understood; child changes one missing shape/order/location word. Save first and revised words. A fictional adult demonstration is marked model, not peer-use evidence.
6. Exit · 2 min. Ask what evidence would show the new instruction worked, beyond the child saying it is clear.

Week 36 · Day 179 — Teach a pattern or shape privately or to peers

Goal: create and deliver a short, specific instruction, then share-edit after feedback. Proposed codes: AC9EFLA09, AC9EFLY06, AC9EFLY07, AC9EFLY13. Prepare: broad shape cards, blank instruction/listener mats, chosen listener, Card 179.

1. Oral/print · 3 min. Blend an already taught CVC or use oral phonemes; record actual child letter choices apart from adult scribing.
2. Model · 4 min. Write/dictate “Put two circles before one square.” Point to first capital and sentence stop, then have an adult follow it.
3. Guide · 5 min. Child plans MATERIALS / STEP 1 / STEP 2 / CHECK. Offer D pattern or E shape-place source, with a different arrangement if practising transfer.
4. Create · 7 min. Child chooses paper garden border, transport sign or puppet stage and makes two directions by voice, sign, AAC, symbols, dictation or writing.
5. Listener/edit · 4 min. Consenting peer/adult shows the result; child revises an unclear word if needed. Keep first and revised instructions. Actual spoken peer delivery is logged only if it occurred.
6. Exit · 2 min. Child names one detail a new listener would still need; keep Day 180 entirely unseen.

Week 36 · Day 180 — Fresh instruction check

Goal: follow and improve an unseen shape/pattern instruction, identify what a listener needs, and create one precise next step. Proposed codes: AC9EFLA07, AC9EFLY05, AC9EFLY06, AC9EFLY12. Prepare: teacher-held Day 180 ASSESSMENT, blank instruction strip. Card 180 is after-check practice.

1. Welcome · 3 min. Explain new paper shapes will help plan practice; a child may choose private point, AAC, sign, dictated or spoken responses.
2. Warm retrieval · 4 min. Use D's circle/circle/square only; do not preview the held sequence or specific location words.
3. Unseen source · 5 min. Adult shows/reads the fresh shape strip and two directions neutrally, no gesture supplying the answer.
4. First independent response · 7 min. Child identifies repeating part or missing instruction detail and gives a repaired two-step direction. Save exact first words, access route and prompt.
5. Optional print · 4 min. Offer held-out CVC only after taught-point check, no picture, one blend and print-hidden letter choice; keep it separate from instruction meaning.
6. Close · 2 min. Use key for a new short lesson, then release Card 180 practice. A later integrated activity is not a repeated check.

Boundary: A fictional agreement is not proof of fairness; one pattern instruction does not complete mathematics shape/pattern standards. Original SubjectNest scripts © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.