English · read, hear, retell, writeYear 1 English · T1 W5–6 · Start guide

Development draft · 29 September 2026. Ten distinct 25-minute scripts continue Weeks 3–4. Week 5 pairs cumulative child-decodable print with an original teacher-read story about an invented community sign. Week 6 retells plot, character and setting in a second original story, then composes and rereads short sentences. Three original context choices per day span making, music, paper maps, animal pictures, toy travel, a pretend stall and a story display. The two adult stories are language/literature input, not child decoding assignments.

Choose the print route before class

1. Check the school's actual Year 1 phonics sequence and each child's evidence from Days 1–20. The three core daily choices use only the single-letter short-vowel, sh/ch, initial st, final nd and familiar-word inventory documented in prior packs. Use them as independent reading only for a child taught all constituent correspondences and the explicit a/is words. The ledger and verifier list every child-read word.
2. If final ck was taught in the school's sequence, Route A supplies an additional ck Choice A each day. It may replace core Choice C so there are still three context choices, or be an extension. Use the matching Route A held-out print on Days 25 and 30. Otherwise use the three core choices and Route B checks. No child is assessed on ck merely because they are in Year 1.
3. If a learner has not secured a core grapheme or blend, keep the teacher-read story and oral retell open to them while a small group teaches the missing link with school materials. Log adult reading of child print as support. The child's language, accent, AAC/sign or motor route does not determine the phonics sequence. This pack does not prescribe the next grapheme for every Australian school.

National curriculum scope: partial Australian Curriculum v9 Year 1 links to AC9E1LY04 (read decodable/authentic texts with developing phonic knowledge and meaning), AC9E1LE03 (plot/character/setting), AC9E1LY05 (listening/viewing/reading comprehension) and AC9E1LY06 (short written/multimodal text and reread/edit), with related language and sound/spelling codes listed exactly in the crosswalk. The official ACARA workbook was retrieved 29 September 2026; source SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Neither adult-read literature nor one controlled line alone covers all of AC9E1LY04. This is not achievement-standard certification, QCAA/state approval or a measured learning result.

Access and home: paper, enlarged print, tactile letters, sound boxes, speech, sign, AAC, pointing, typing, drawing and child-directed scribing are available. Separate phoneme hearing, grapheme choice, connected print, listening comprehension and composition in the record. The contexts are invented and require no real address, public sign photograph, family history, device, purchase or child location. At home an adult may read the rich story aloud and use scrap-paper child print after the held-out check. Give a child more oral complexity without quietly converting adult prose into an independent decoding test. No fixed “learning style” or diagnosis is inferred.

Original SubjectNest scripts, controlled lines, stories, keys and vector art © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes. ACARA and linked AERO materials retain their own terms; no endorsement is implied. Human teacher, EAL/D, disability-access, state syllabus and classroom trial review pending.