# Year 2 English · Term 1, Weeks 3–4 · ten usable starts

**Scope:** ten original 25-minute lessons (Days 11–20), continuing the authored Weeks 1–2 opening. Week 3 asks how a reader can follow a route on a fictional paper map; Week 4 asks how a writer can explain the same count after regrouping. This is a short teaching block, **not** a complete term, year, phonics sequence or achievement judgment.

## Start in five minutes

1. Read the [daily scripts](LESSONS.md) and the [adult-read texts](MATERIALS.md). Print or project the [learner cards](LEARNER.md); keep the [teacher assessment](teacher/ASSESSMENT.md) out of learner copies.
2. Check every default word and optional sentence against your school's taught sequence. Substitute a matched line and record it if required. The texts in `MATERIALS.md` are read by an adult and **are not independent decodable passages**.
3. Use the original [route and reason mat](print/route-and-reason.pdf) or its [text equivalent](print/TEXT-ALTERNATIVES.md). All movement is of a token on a fictional paper model. No child location, account, recording, network or purchased resource is needed.
4. Prepare paper tokens/large print or tactile symbols, a pencil or AAC choice board, and six counters or paper tags as appropriate. Offer a quiet partner or individual route and a seated option.
5. Keep the Day 15 and Day 20 unfamiliar checks teacher-side until use. Record listening, reading from print, writing and supported response **separately**. Use the explicit next moves; share patterns, not a global “reading level”.

**Navigation:** [lessons](LESSONS.md) · [learner copy](LEARNER.md) · [source texts](MATERIALS.md) · [assessments and next moves](teacher/ASSESSMENT.md) · [curriculum crosswalk](CURRICULUM-CROSSWALK.md) · [sources, rights and QA](SOURCES-AND-REVIEW.md) · [three-person run-through](RUN-THROUGH.md).

**Local sequence:** Week 1 introduced a fictional story, adult-read information and school-checked `ai/ay`, `ee/ea` practice. Week 2 revisited those patterns and formed a short `so` explanation. Days 11–20 retrieve that learning, add clearer instructions and explanation, and create new evidence in a different context. Week 5 and later are **plan-only** in the parent [year map](../../../year-sequence.md).

**Licence:** Original writing and vector art © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. ACARA codes and descriptions are attributed separately; our alignment does not imply ACARA endorsement.