# Week 39 · Explain it for a visitor

**Foundation / Queensland Prep · five optional 35-minute connecting sessions, Days 191–195.** Pair these with [English Days 191–195](../english/term-4/weeks-39-40/LESSONS.md) and [mathematics Days 191–195](../mathematics/term-4/weeks-39-40/LESSONS.md). The subject packs supply their own first-response checks and worked keys. Teach the different Day 195 case below **after** both checks; it is supported practice, not another independent score.

**Prepare:** Cut broad paper cards, or read each invented source as an exact linear list and let the child direct an adult. Give a fixed page orientation for left/right. Offer point, sign, AAC, private speech, drawing or child-directed movement without assigning a mode to a diagnostic label. Keep a child's first explanation, exact prompt and any actual listener response. A paper listener is MODEL. No child survey, real gallery, travel, device, purchase or identifiable work sample is needed.

| Day | Thirty-five-minute sequence | Keep and teach next |
| ---: | --- | --- |
| **191 · An answer needs an audience and a source** | **5 min** ask who might use a guide and let the child choose an imagined visitor; **7 min** show a new fictional display sheet with **14 broad blank square labels** and a separate numeral card FOURTEEN; **8 min** model pairing one label to one mark, without counting a drawn margin as a label; **10 min** child checks all fourteen by cards, marks or adult mover and says “on this sheet” before explaining whether the numeral fits; **5 min** ask what the visitor still could not learn about any real display. | Save the child's count trail, numeral decision and one listener-facing sentence. This sampled fourteen, not the whole 0–20 range. Adult-read label words are not evidence of child decoding. |
| **192 · Tell how a whole was made** | **5 min** show two separate broad trays and ask what a newcomer needs to know; **7 min** introduce **eight fictional paper badges: two in a top tray and six in a bottom tray**; **8 min** model “two and six are parts of the same eight” with each badge used once; **10 min** child explains a clear place/check/return sequence and shows 2+6=8 with a chosen response route; **5 min** invite an actual willing listener or explicitly MODEL a possible question, then revise one ambiguous word. | Keep two labelled parts and the eight-whole trail. Do not describe modelled feedback as a peer's response or a family badge collection. |
| **193 · A shape needs a reason and a fixed place** | **5 min** read an original fictional instruction, “Put the round card near the board,” and identify what remains unclear; **7 min** place a fixed BOARD marker on an upright page with one circle above it and one triangle to its left; **8 min** child traces or describes curved versus three-straight-side boundaries and uses the named BOARD marker for place; **10 min** child directs another person or a paper mover to rebuild both positions from revised words; **5 min** record what the mover actually did, if anyone did, or mark MODEL only. | Preserve the original and revised directions, shape boundary and fixed reference. The paper position does not prove navigation in a real room. |
| **194 · A picture set answers a given question** | **5 min** compare a source-bound answer with “everyone chooses this”; **7 min** give **twelve invented paper tags, seven with an open-book outline and five with a closed-book outline**, and the given question “Which outline appears more on this sheet?”; **8 min** model one-to-one sorting without reading preference into the pictures; **10 min** child tracks 7/5 and tells a new visitor the question, source, result and limit; **5 min** ask for one clearer label after actual consented feedback or a labelled MODEL response. | Keep all twelve source tags, both counts and first/revised wording. No real reading preference or library use was collected. |
| **195 · A different case after the subject checks** | **5 min** run the held English and maths Day 195 checks first, then show a **new pretend paper kite-board** with four broad wing-outline icons and six tail-outline icons; **7 min** give “Which icon appears more on this board?” and “Which kite do real children prefer?”; **8 min** child identifies the answerable question and tracks 4/6 once each; **10 min** child explains the bounded result to an imagined visitor or willing listener and repairs one vague phrase; **5 min** use the separate checks to choose the next teachable move on audience, number, shape/place or given-question evidence. | Keep after-check work separate. The English BAG/BOOK/PENCIL desk-card check and maths numeral/shape/PINE–SHELL sheet are absent; all public checks may need local replacement after exposure. |

**Curriculum and evidence:** The [English crosswalk](../english/term-4/weeks-39-40/CURRICULUM-CROSSWALK.md) governs audience, explanation, editing and taught-point print. The [mathematics crosswalk](../mathematics/term-4/weeks-39-40/CURRICULUM-CROSSWALK.md) pins AC9MFN01/03/04, AC9MFSP01/02 and AC9MFST01 for the *selected* number, part, shape, location and **given** picture-data tasks here. This is proposed partial alignment, not a complete curriculum result. Source: [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, local SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; [QCAA Queensland v9 entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9). A school must review its adopted program and access needs.

Original SubjectNest scripts and fictional paper sources © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. ACARA and QCAA retain their own rights. No classroom, child, family, access-technology or cultural-authority trial is claimed.