# Year 4 English · Term 1 · Weeks 3–4

**Days 11–20: ten 25-minute English lessons.** Week 3 compares how a report, procedure, viewpoint, story and mock online page help different readers. Week 4 asks what a paper design model actually supports, then builds a careful summary and a question. This continues the [opening fortnight](../weeks-01-02/README.md) and follows the [Year 4 planning map](../../../year-sequence.md). It is one authored fortnight, not a complete Year 4 English program or a local syllabus approval.

## A usable start in ten minutes

1. Read [the timed teacher scripts](LESSONS.md) and keep [the original shared texts](MATERIALS.md) at hand. The shared passages are **adult-read texts, not controlled decodables**. Choose a separate school-approved text at each learner's taught reading point for independent reading; record what was read without help. A child may understand the shared passage through listening without that becoming evidence of independent decoding.
2. Offer one of [three learner routes per day](LEARNER.md), with free movement between routes. The routes change context and response mode while holding the day's English idea steady. Use [two optional day-matched extras](DAILY-EXTRAS.md) when a block is longer; no family purchase, printing, account or adult marking is required.
3. Print [the source-and-purpose sorter](print/source-purpose-sorter.pdf) and [the model-evidence planner](print/model-evidence-planner.pdf), or use their [full text and tactile builds](print/TEXT-ALTERNATIVES.md). The original [SVG sorter](print/source-purpose-sorter.svg) and [SVG planner](print/model-evidence-planner.svg) remain editable.
4. Keep [Day 15 and Day 20 fresh learner checks](STUDENT-CHECKS.md) closed until the indicated day. Use the separate [teacher answer and next-move guide](teacher/ANSWER-AND-NEXT.md). Rotate conferences if a class cannot be heard individually within the lesson; do not infer full achievement from two brief checks.
5. Read the [exact-code crosswalk](CURRICULUM-CROSSWALK.md), [sources and review ledger](SOURCES-AND-REVIEW.md), and [three-role desk run-through](RUN-THROUGH.md). Run the [pack verifier](verify_pack.py) after changes. The [hash manifest](MANIFEST.sha256) covers the shipped files.

**Access and local fit:** Show meaning through speech, sign, AAC, pointing, movable word cards, enlarged/high-contrast print, tactile lines, keyboard, drawing or child-led dictation. Record the access route and adult prompts; never substitute an adult's wording for the child's evidence. Offer quiet work and a predictable turn structure; do not assign a fixed “learning style.” For EAL/D, preview meanings in a learner's known language where a qualified speaker can help, while keeping the English language target visible. No translation or First Nations-language text is claimed. Check the relevant state/territory syllabus, school reading/spelling sequence, text policy and learner plan before use. All people, venues, dates and designs in the source packet are invented. Do not collect child names or responses in this public repository.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest. Original writing, tasks and vector aids are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit, link and indicate changes. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest Year 4 English Weeks 3–4*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/year-4/english/term-1/weeks-03-04), CC BY 4.0; changes indicated.” Curriculum wording and embedded PDF font have [separate terms](SOURCES-AND-REVIEW.md). No ACARA, AERO or state authority endorsement is implied.