# Ten daily English lessons · Days 11–20

**Timing:** Each lesson is 25 minutes. The first eight use 2-minute retrieval, 5-minute model, 6-minute guided response, 7-minute learner route, 3-minute exit and 2-minute record. Days 15 and 20 replace practice with a 12-minute fresh check. This is a core English block within a school day; use [optional extras](DAILY-EXTRAS.md) or local texts for longer time. [Shared cards](MATERIALS.md) are teacher-read, not independent-reading proof. Keep [checks](STUDENT-CHECKS.md) sealed until their day. At every exit, record **child decision, access mode and adult prompt** separately. A response through AAC, sign, pointing or dictation can demonstrate meaning; spelling/decoding must be sampled separately where that is the target. Relevant codes are partial opportunities, explained in the [crosswalk](CURRICULUM-CROSSWALK.md).

## Day 11 · Same plan, different job

**Aim:** identify why Card A reports and Card B instructs; notice stages rather than hunting a single keyword. **Prepare:** Card A/B, [source-purpose sorter](print/source-purpose-sorter.pdf) or text/tactile version. **Codes:** AC9E4LA03, AC9E4LY03, AC9E4LY05, AC9E4LY04.

1. **Retrieve · 2 min.** From Week 2, recall a report sentence and a viewpoint sentence. Ask which was a claim about the *given* model, not a real room. **Expected:** a labelled feature can be reported of the model; actual use is unknown.
2. **Model · 5 min.** Read Card A's first heading and Card B's title/steps aloud. Place `describes the drawing` and `tells a reader what to do` on separate sorter columns. Think aloud: “A has grouped headings plus a limit. B has materials and ordered verbs. Both concern the paper plan, but the reader's task changes the structure.”
3. **Guide · 6 min.** Read both cards in chunks. Children identify two clues for each: A has **proposed corner/what the drawing tells us**; B has **what you need/numbered steps**. Ask whether “three baskets” alone reveals purpose. **Key:** no; it can appear in either. A child may point to headings or use tactile strips.
4. **Choose · 7 min.** Give one of [Day 11's A/B/C routes](LEARNER.md). Ask the learner to label purpose, audience and two structural clues. Confer first with anyone who needs the text read; record support.
5. **Exit · 3 min.** “If a visitor wants to *make* the folded card, which source? If they want to know what the drawing shows?” **Key:** B, then A. If reversed, reread a verb from B and a heading from A.
6. **Record · 2 min.** Note structure evidence separately from word reading. Invite a short self-read from an appropriate independent book later; do not call Card A controlled reading.

## Day 12 · Find the answer on a mock page

**Aim:** identify what headline, breadcrumb, menu, link and heading do for navigation; a mockup is not a tested website. **Prepare:** Card E in text or large print; optional keyboard to use its actual anchor. **Codes:** AC9E4LA05, AC9E4LY05, AC9E4LY04.

1. **Retrieve · 2 min.** Ask where Card A puts its limit. **Key:** second heading; show how a heading helps find it.
2. **Model · 5 min.** Read Card E aloud exactly as a linear screen reader might: breadcrumb, headline, menu label, main heading, body, question heading. Say what each offers: place, page topic, options, section topic, jump. Follow the **Jump to questions** link in the Markdown view if available, then show the text-equivalent route on paper. A drawn arrow is not automatically a working link.
3. **Guide · 6 min.** Ask: “Where would you look for what the drawing cannot tell?” **Key:** question heading or jump link. “Where would you look for labelled features?” **Key:** Plan details menu or main heading. Ask why “Plan details ▾” needs an accessible label when implemented. Do not claim the mockup is a conformant live site.
4. **Choose · 7 min.** Day 12 learner route: organise a mini page in one of three domains and explain two navigation decisions. On paper, the child can point to verbalised links; online use is optional.
5. **Exit · 3 min.** Offer two readers: one wants the page location, one wants a section. **Key:** breadcrumb for location; heading/jump for section. If a learner confuses a menu with a source fact, separate navigation from content.
6. **Record · 2 min.** Record whether the child found information by hearing, seeing, touching or using a link; record independent reading separately.

## Day 13 · Report, viewpoint, story

**Aim:** distinguish source-supported report, marked opinion and an imagined event, and listen to another interpretation. **Prepare:** Cards A/C/D; do not call the story evidence of real use. **Codes:** AC9E4LA02, AC9E4LA03, AC9E4LY03, AC9E4LY02, AC9E4LY05.

1. **Retrieve · 2 min.** Contrast “The drawing labels one shelf” with “The shelf is wonderful.” **Key:** model-supported report versus evaluation.
2. **Model · 5 min.** Adult-read Card C and the first half of D. Mark C's “In my view” and request, then D's characters, speech and tension. Model a respectful exchange: “I hear your idea that Ivo was careless. I think the phrase ‘two low tables’ also made the route ambiguous.”
3. **Guide · 6 min.** Finish D. Sort three statements: “Card A labels three baskets” (report of paper model); “Nia would add a pause point” (viewpoint/request); “Mira stopped at a table” (event *inside the invented story*). Ask if Mira proves a real access problem. **Key:** no. Let a child add a different plausible feeling for Ivo with a textual clue.
4. **Choose · 7 min.** Day 13 learner route: compare a report/viewpoint/story fragment in a different domain. Require one phrase that reveals purpose and one sentence that stays within the source.
5. **Exit · 3 min.** “Is an opinion always false?” **Key:** no; it is a view that can have reasons. “Does a fictional event become an observation because it sounds possible?” **Key:** no.
6. **Record · 2 min.** Note whether the learner acknowledged or built on another's view, without scoring speech fluency as understanding.

## Day 14 · Connect a reason to a real limit

**Aim:** use temporal and conditional connectives, and join a dependent clause to a complete clause without turning a possibility into an observed fact. **Prepare:** Card B/C, connective strips `first`, `next`, `if`, `because`; word bank. **Codes:** AC9E4LA04, AC9E4LA06, AC9E4LY06, AC9E4LY09, AC9E4LY10.

1. **Retrieve · 2 min.** Ask what B tells the reader to do first. **Key:** fold a scrap once; `first`/number 1 marks order.
2. **Model · 5 min.** Write “The drawing cannot prove access **because it has no measurements**.” Cover the `because` clause: the first clause stands alone; the second depends on it. Then write “**If a reader cannot locate the feature**, point to its label.” `If` makes a condition, not a report that a real reader failed. Clap/read `re-vision` and connect the base `vision` to “seeing again”; explain spelling/meaning only if this pattern is in the learner's taught sequence.
3. **Guide · 6 min.** Sort `first/next` as sequence and `if/because` as condition/reason. Build “We need a question **because the model has no scale**.” Ask which idea comes from Card A and which is a next step. Repair “Everyone can use the path because a dotted line is drawn” to “We cannot tell who can use it because the path is not measured.”
4. **Choose · 7 min.** Day 14 learner route: two connected sentences in a selected life domain, one supported and one conditional. Child may arrange sentence cards, dictate or type. Look for meaning before punctuation.
5. **Exit · 3 min.** “Did a real reader fail when B says *if* a reader cannot locate a feature?” **Key:** no, it is a possible case. Ask child to name the complete clause in their sentence.
6. **Record · 2 min.** Note clause understanding and word-part reading separately; do not infer spelling mastery from copied model words.

## Day 15 · Fresh check A: organise and locate

**Aim:** independently transfer purpose/structure, navigation, source limit and a small word-part decision to a never-practised fictional card. **Prepare:** reveal only [Check A](STUDENT-CHECKS.md) today; keep [staff key](teacher/ANSWER-AND-NEXT.md) private. **Codes:** AC9E4LA03, AC9E4LA05, AC9E4LY03, AC9E4LY05, AC9E4LY06, AC9E4LY09.

1. **Retrieve · 2 min.** Without the check sheet, ask what a headline does; let a child answer from memory. Do not pre-teach any check fact.
2. **Directions · 3 min.** Tell learners that the text is invented and may be adult-read. They can point, write, type, sign or use AAC. Explain the three tasks, but do not interpret the new source for them.
3. **Access · 3 min.** Read the new card once verbatim to the group or give an accessible copy. Record who self-read and who heard it. Do not paraphrase source details.
4. **Fresh response · 12 min.** Learners complete Check A: locate, compare report/instruction and name a source limit, then analyse two new word parts. A teacher may rotate brief individual reading probes at a separate time; do not pretend all children were individually heard in 12 minutes.
5. **Reflect · 3 min.** Ask “Which part of the page helped you find an answer?” Do not supply missing answers before collecting the sample.
6. **Record · 2 min.** Mark `independent / read aloud / prompted / access route` and secure the work under school policy. Use [next moves](teacher/ANSWER-AND-NEXT.md) after collection.

## Day 16 · What an image shows, and what it cannot

**Aim:** compare two views of a paper model and analyse how framing and placement change attention; avoid treating a picture as a real access test. **Prepare:** Card F, [model-evidence planner](print/model-evidence-planner.pdf) or tactile build. **Codes:** AC9E4LA10, AC9E4LY05, AC9E4LY04.

1. **Retrieve · 2 min.** Ask which Week 3 sentence would be safe about a drawing. **Expected:** “The drawing labels…” rather than “The room has…”
2. **Model · 5 min.** Read Card F aloud. Draw a small top-view with `entrance → mat` and a separate side-view with `shelf below window`. Say “Top-view centres the dotted route; side-view makes relative height salient. Neither gives scale, daylight or reach. Different frames answer different questions.”
3. **Guide · 6 min.** Pairs identify one supported detail from each view and one question neither answers. **Key:** mat central/dotted route, shelf below drawn window; real width or reach unknown. On a tactile mat, use distinct edges/labels, never colour alone.
4. **Choose · 7 min.** Day 16 learner route: frame a different fictional paper model from two views, explain what moved into attention and name a limit. Adult can scribe the child's own reasoning.
5. **Exit · 3 min.** “If the side-view draws sunlight, have we measured a real room?” **Key:** no. If a learner says yes, contrast symbol/prediction with measurement.
6. **Record · 2 min.** Note whether the child used image labels, spoken description or tactile arrangement, not just visual acuity.

## Day 17 · Summary, preference and a better question

**Aim:** summarise Card F without adding Card G's view as a fact; use a precise synonym/antonym when it preserves meaning. **Prepare:** Cards F/G and three boxes `main idea`, `support`, `limit/question`. **Codes:** AC9E4LA02, AC9E4LA11, AC9E4LY05, AC9E4LY09, AC9E4LY10.

1. **Retrieve · 2 min.** Ask what the model labels: shelf, mat, lamp symbol, entrance arrow. State that this is model detail, not a measured room.
2. **Model · 5 min.** Read G. Compose: “The paper model places a mat between a shelf and lamp symbol, but it gives no scale, so real reach cannot yet be judged.” Show source F for placement and F/G for limit. Reject “The mat is the best reading spot” as a neutral summary; it is the designer's opinion. Compare `possible` with `impossible` and `clear` with `unclear`; a synonym such as `visible` may not mean “accessible.”
3. **Guide · 6 min.** Children strike out two additions to a draft summary: “The lamp is bright” and “Visitors love the mat.” Neither source gives those outcomes. Add a genuine question: “What width must be measured?” Child names which source supports each remaining phrase.
4. **Choose · 7 min.** Day 17 learner route: one-sentence source-bound summary plus one question in a new domain. Use word-part cards for `re-model`, `measure-ment`, `im-possible` only after taught prerequisites.
5. **Exit · 3 min.** “Can a neat drawing prove comfort?” **Key:** no. “Is a question a failure?” **Key:** no; it identifies evidence still needed.
6. **Record · 2 min.** Separate comprehension from reading of multisyllabic words; note adult word supplied versus child-selected word.

## Day 18 · Put the summary into a useful paragraph

**Aim:** organise source-supported topic, detail and limit for a reader, using one meaningful complex sentence. **Prepare:** F/G, blank planner; Day 20 card remains closed. **Codes:** AC9E4LA04, AC9E4LA06, AC9E4LY06, AC9E4LY05.

1. **Retrieve · 2 min.** Ask for the three planner boxes. **Key:** main idea, evidence/detail, limit or question.
2. **Model · 5 min.** Think aloud and write a short paragraph: “The reading-corner drawing proposes a shelf, mat and lamp symbol. The top-view puts the mat near the middle, while the side-view puts the shelf below a drawn window. **Because neither view gives a scale,** we cannot conclude that a real reader could reach the shelf.” Underline F-backed details and the dependent clause. Do not include G's preference as established fact.
3. **Guide · 6 min.** Revise “The corner is perfect and everyone can use it” into a grounded claim plus question. **Sample:** “The model marks a path to the mat. How wide would a real path need to be?” Teach `while` as contrast between two views, not a claim they were observed.
4. **Choose · 7 min.** Day 18 learner route: paragraph, two-panel audio/AAC plan, or labelled tactile sequence. Require a source-supported detail, connective and limit; punctuation is feedback, not the only evidence of meaning.
5. **Exit · 3 min.** Ask reader to point to the sentence that marks uncertainty. If none, add one; if the sentence says a real outcome, change it to a question.
6. **Record · 2 min.** Save first and revised sentences to show the child's editing decision; keep records private.

## Day 19 · Tell a new listener what the model can support

**Aim:** rehearse a short oral/AAC/multimodal explanation with evidence, limit and audience question; change wording after feedback. **Prepare:** F/G, planner or three tactile cards. **Codes:** AC9E4LY02, AC9E4LY07, AC9E4LY06, AC9E4LY05.

1. **Retrieve · 2 min.** State: “I can describe the model; I cannot promise a real outcome.” Ask why. **Key:** no scale/user test.
2. **Model · 5 min.** Give a 30-second presentation to a fictional new visitor: title the model, name two F details, name the limit, ask what should be checked. Then model a listener's question and a revision: replace “over there” with “beside the drawn entrance arrow.” Tone/pace are adapted to the listener, not forced to a single speaking norm.
3. **Guide · 6 min.** Pairs assemble `what it is → what it shows → what it does not show → question`. Child may point, sign, select AAC, display a labelled diagram, speak or combine modes. Partner must restate one idea and ask a relevant question, not grade the child's voice.
4. **Choose · 7 min.** Day 19 learner route: present in a school, home or public-design paper context. Listener identifies one clear phrase and one gap; presenter makes a *specific* revision.
5. **Exit · 3 min.** “What did you change for this listener?” **Accept:** named feature, added limit, rearranged order, clarified term. “I spoke louder” alone is not enough unless it solved an identified access need.
6. **Record · 2 min.** Note structure, evidence and response to a question; record mode and prompts. No recording is required or uploaded.

## Day 20 · Fresh check B: summarise a new model

**Aim:** transfer summary, evaluation, paragraph and word-part understanding to a new unseen paper proposal. **Prepare:** reveal only [Check B](STUDENT-CHECKS.md); keep the [teacher key](teacher/ANSWER-AND-NEXT.md) private. **Codes:** AC9E4LA02, AC9E4LA10, AC9E4LY05, AC9E4LY06, AC9E4LY09, AC9E4LY10.

1. **Retrieve · 2 min.** From memory, ask what an honest summary includes. **Key:** main idea, supported detail, limit/question. Do not preview the new source.
2. **Directions · 3 min.** Explain response modes and that the new card is fictional. The reading route (self-read or adult-read) is recorded separately.
3. **Access · 3 min.** Read the card once verbatim or supply accessible text; no interpretation, extra model, answer or paraphrase.
4. **Fresh response · 12 min.** Learners locate two details, distinguish a viewpoint, write/dictate a brief source-bound paragraph and question, then analyse two unseen word forms. If the paragraph takes longer, finish under a recorded continuation rather than silently reducing time or scoring speed.
5. **Reflect · 3 min.** Ask “Which part was uncertain, and what evidence would you need?” Collect before discussing a key.
6. **Record · 2 min.** Secure the sample; mark reading, listening, composing and word work as different evidence. Use next moves after collection, without presenting this one check as a Year 4 standard decision.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. The lesson timing and teacher language are original design choices, pending classroom review.