# English source texts, word cards and teacher copy

These two texts and all word cards are original SubjectNest material. The full texts are **teacher read-aloud/shared texts**, not controlled decodable passages. For an independent reading check, use a text matched to a learner's actually taught grapheme–phoneme knowledge; record the chosen text and any read-aloud help. The selected word patterns below are instructional examples, not a claim that a spelling has one sound in every English word or accent. Natural Australian pronunciation and each learner's language background matter.

## Story A — The bridge for a toy beetle

On a rainy day, Sol put a toy beetle on one side of a river she had drawn on paper. The beetle needed a bridge. Sol laid a flat sheet between two low books. The sheet dipped when the toy rolled onto it.

“I think the paper needs a new shape,” said Rae. Rae folded a second sheet into little ridges. They kept the books in the same places and tried the toy again. This time the paper stayed higher.

Sol smiled. “Our beetle has a path.”

Rae pointed to the two sheets. “We changed the shape. We should try again before we say this fold always works.”

They drew what happened. At tidy-up time, Sol saved both drawings. Tomorrow they would try another fold.

**Teacher keys:** Characters: Sol and Rae; toy beetle is an object in the story. Setting: classroom/table with a drawn river. Problem: flat sheet dipped under toy. Attempt: changed paper shape to ridges while supports stayed put. Outcome: second sheet stayed higher in **that** trial; further test needed. A supported inference is that Rae wants to be careful about a one-try conclusion. Do not claim the story proves a universal rule about folded paper.

## Information text B — Test a paper span

**Question:** Which paper shape will hold a small paper token across a gap?

**You need:** two low supports, two equal sheets of scrap paper, one small paper token and a pencil. Ask an adult to check the space first.

**Try it:** Put the supports a handspan apart. Lay one flat sheet across the gap. Place the token gently in the middle and look at the shape. Fold the second sheet into ridges. Keep the supports and token the same. Try again. Draw or describe each result.

**Think:** Did the paper keep the same shape? Which span stayed higher in your tests? A different fold or a wider gap may give a different result. One try is a clue, so try again before making a broad claim.

**Teacher keys:** This is an informative procedural text with headings, list of materials, ordered directions and questions. It invites observation, not a guaranteed result. If the supports/tokens differ, the comparison is limited. Children may make a tactile model or dictate a description instead of drawing.

## Word and sentence cards

**Week 1 `ai/ay` examples:** `rain`, `train`, `paint`, `wait`; `day`, `play`, `tray`, `stay`. Model /eɪ/ in these words. In the listed examples `ai` is within a word and `ay` is at its end; this is a useful pattern to investigate, **not an exceptionless spelling rule**. Read sounds left to right before discussing meaning. For a learner not secure with the other letters, offer sound blending with teacher support rather than an independent score.

**Week 2 `ee/ea` examples:** `see`, `green`, `feet`, `sheet`; `team`, `clean`, `leaf`, `beach`. Model /iː/ in these examples. `ea` has other pronunciations in other words; do not give a blanket rule. Teacher read-aloud cards: `head` and `bread` are counterexamples, not pupil spelling-test targets in this fortnight.

**Sentence-edit cards:**

- `The paper moved.` → `The thin paper dipped.` (noun group and precise verb; the second is a possible story sentence, not a fact about every sheet).
- `The paper dipped. Rae folded it.` → `The paper dipped, so Rae folded it.` (two independent clauses joined by **so**).
- `The sheet bent and the toy stopped.` (two clauses joined by **and**; ask whether each could stand as a sentence).

**Check before teaching:** names and accents vary; invite a preferred name and use it correctly. A child may explain a story idea in a home language with appropriate support, but only score an English phonics target from an accessible English word/phoneme response. Give adult-read access to Text A/B for comprehension, and separate that evidence from independent word reading.

**Rights:** Original texts/word-card arrangement © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and note changes. No external story or image is reproduced.