Teacher with a 25-minute class
Setup: A teacher opens README, checks the day's word line against the local scope, prints a learner card and the A4 mat, keeps assessment private, places a few paper tokens on desks and chooses a seated/quiet route. Day 11 fits 2+5+6+7+3+2 minutes on paper. Adult-read Story C takes under the model phase when read with one pause; a class might need the optional oral response carried into choice time. On Day 15, a teacher cannot individually assess thirty children for 4–6 minutes in the same seven-minute station; schedule a few learners per day or use additional adult support, and continue the teacher-only check across subsequent sessions. Do not claim a single whole-class Day 15 score.
Observed friction and response: Adult-read story text could look like a decodable passage. The heading, protocol and learner card now repeat that it is adult-read. Word lines can be too easy or untaught; a preflight substitute and mode record are required. The paper route avoids roaming in school spaces. The teacher has exact next moves for each observed gap.
Learner who wants a calm route
The learner chooses Day 14 C, moves a token alone, points to the place they paused and adds a label. The teacher reads information text D; the learner does not have to decode it. The learner tries the matched word line only if it was taught. A classmate who prefers speaking can use Day 14 B; a child who uses AAC can select symbols/verbs and ask an adult to write the sentence. The endpoint is a clearer instruction plus a recorded evidence mode, not conformity to one response format.
Potential funder reviewing real use
A reviewer can open one folder and follow a complete path: scripts → learner copy → print/text aid → held-out key → official code crosswalk → rights and limits → hashes. They can see ten authored lessons, three options each day, original texts and a reproducible verifier. They cannot infer classroom impact, full-year coverage, independent accessibility certification or multilingual accuracy from this pack. Those would require field evidence, localisation review and much more authored sequence.
Self-critique and next iteration
- The route story is a strong model for purposeful revision, but its novelty could absorb the entire first session. Teacher should trim discussion to one pause and revisit reasons in Day 14.
- Day 16–19 integrate English with tens/ones; if mathematics prerequisite is missing, use counters and model while assessing the English explanation separately from number accuracy.
- The three daily choice practices are broad enough for different interests, but more domain variants (e.g. gardening, sport, transport, home) should be field-tested with families/teachers for relevance before claiming excellent personalisation.
- The PDF's text is searchable and a Markdown alternative exists. A future usability check with actual screen-reader and Braille users should refine field order and tactile map conventions.
- The funder should see this as a transparent short block and a reusable production pattern, not proof that the 40-week plan has all its lessons authored.