# Year 1 English · Weeks 3–4 · read, retell, make a sentence

**Development draft · 29 September 2026.** Ten 25-minute daily scripts continue [Weeks 1–2](../weeks-01-02/README.md). Week 3 consolidates short-vowel CVC, `sh`, `ch`, initial `st`, final `nd`, the taught words `a` and `is`, and oral retell. Week 4 teaches sentence boundaries and offers a **school-sequence gate** for `ck`. These are partial Australian Curriculum v9 learning opportunities, not a full Year 1 English program or a universal phonics order.

## Choose the Week 4 route before printing

1. Check the school's documented phonics scope and each learner's evidence from Days 1–15. **Route A** is for a class whose next explicitly taught correspondence is final `ck` /k/ after a single short vowel in many one-syllable words. Use Days 16–20 A cards and the exact model, guided and transfer path in [lessons](LESSONS.md). Never assume `ck` from the year level alone.
2. If `ck` is elsewhere in the school sequence, use **Route B** Days 16–20 cards and checks. It rehearses the already taught `sh/ch/st/nd` and still teaches sentence boundaries. It is a concrete five-day alternative, not a silent substitution. A teacher may integrate the school's actual next correspondence after writing and checking new controlled texts and keys.
3. If an individual learner has not secured the assumed prior correspondences, keep the class oral story, retell and sentence discussion accessible, and teach that learner's missing correspondence explicitly in an appropriate small group. Label prompted reading honestly. Never call a text decodable for a learner who has not been taught its code.

Run one [daily script](LESSONS.md) with the chosen [student practice card](learner-practice.md). Each day has **three original context choices**, plus three complete Route B choices on each Week 4 day. Print the [held-out Day 15 and Day 20 checks](student-checks.md) only at their named times. Keep [teacher answers and next moves](teacher-key.md) out of the student packet. The [original adult-read stories](adult-read-stories.md) build language, character and plot beyond the controlled child-read code; the teacher reads them aloud. Use the [A4 sound-to-sentence aid](print/sound-to-sentence.pdf) or [selectable text/tactile version](print/TEXT-ALTERNATIVE.md). The [code crosswalk](CURRICULUM-CROSSWALK.md), [sources and rights ledger](SOURCES-AND-REVIEW.md), [persona run-through](RUN-THROUGH.md) and [hash manifest](MANIFEST.sha256) make review possible.

**Access and home:** Let a learner respond through speech, sign, AAC, pointing, tactile letters, typing, drawing, or adult scribing under the learner's direction. Record print-reading, phoneme hearing, spelling and story comprehension separately, including prompts. At home, an adult can read the oral prompt and story and use scrap paper for the controlled line; no printer, device, pet, cultural disclosure or purchase is required. For extension, invite richer oral vocabulary and an original new sentence using only the learner's **actually taught** correspondences for independent reading; adult-scribed rich language is welcome separately. Do not label a fixed learning style or diagnose from these short checks.

The text, scripts, fictional scenes and vector are newly authored for SubjectNest by NeuroForgeIO Pty Ltd and offered under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with credit and changes marked. The print generator is Apache-2.0; embedded DejaVu rights are separate. ACARA curriculum wording is attributed and separately governed by [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). No ACARA endorsement is implied. Local educator, EAL/D, accessibility, phonics-scope and classroom review are pending. No audio or translation is claimed.