# Year 5 English · optional 6–10 minute follow-ups for every day

Use one route **after** the day's core lesson, and only **after** the private task on Days 15/20. These extra contexts are fictional. They offer additional examples or a smaller re-teaching step; they are not homework requirements or another scored check. Read aloud or offer screen-readable/large-text/AAC access without confusing heard comprehension with independent print reading. Keep the first independent idea and any prompt.

| Day | Two fresh examples or activities | What to notice, then teach next |
|---:|---|---|
| 11 | **Library return box:** a note says eight returns on one afternoon; an unsigned poster says eight different readers wanted early closing. **Sport kit:** five paper helmet cards were borrowed, but a poster claims five families approve of a new rule. | In each, the counted unit differs from a preference. Ask “Who recorded what?” before judging the poster. |
| 12 | **Toy-bus timetable:** headings ROUTE / TIME / LIMIT; the last line says a sample timetable is not a service promise. **Community garden model:** headings PURPOSE / OPEN / STILL UNKNOWN; find whether next week is approved. | Skim heading → scan term → confirm full sentence. A keyword alone does not answer a promise question. |
| 13 | **Repair sign:** reorder “We should check again / 12 covers made / one session only / ask staff” into message–evidence–limit–next step. **Stage prop note:** write a new four-sentence explanation with “That result” referring to an exact earlier fact. | If “that” has no clear referent, replace it with the named count/source. Keep time and method bounded. |
| 14 | **Paper parcel:** see rule → ask adult → fold parcel sleeve → check label; start with fold and describe the first inference. **Model skate wheel:** look at sign → ask helper → attach paper wheel → test movement; start with test and say what a later frame changes. | A new image order can shape first impression but does not prove a missing event never happened. |
| 15 | **After check only:** take Text A and create a new heading route for a reader who wants the *unknowns*. **Picture route:** put Text B's last frame first and explain an initial inference, then reveal captions. | Use familiar teaching texts, not the Day 15 stimulus. Follow up only the component the check exposed. |
| 16 | **Paper-seat queue:** “I saw Mara step aside and thought Mara was leaving”; later Mara says she was making room for a cart. **Book shelf:** “I saw a book moved and thought it was hidden”; later a helper says it was moved to a repair tray. | Mark observed movement separately from narrator inference; do not invent a real person's feelings. |
| 17 | **Transit model:** “The waiting line bent like a winding path” versus “The line was long.” **Kitchen pretend:** “The empty shelf waited for the jars” versus “The shelf was empty.” | Explain what picture or mood the figurative phrase adds, then say what is literal. No food preparation is needed. |
| 18 | **Garden label:** expand “sign” into “the wide paper sign beside the model bed” only if source provides those details. **Game prop:** join “When the paper wheel stopped,” to “the group checked its axle” to make a complete complex sentence. | Trace each modifier to a source; remove dependent clause and test whether main clause still stands. |
| 19 | **Bus stop paper theatre:** a first-person narrator mistakes a folded timetable for a hidden message; later a character clarifies it protected the page from wind. **Book display:** a caption sequence initially hides permission; edit one frame and dialogue line to clarify. | Listener should be able to name known action versus guessed motive and explain why revision helps. |
| 20 | **After check only:** invent a *different* two-voice misunderstanding around a paper flag. **Image route:** give three ordered frames of a lost-and-found model, then reorder first two and ask about reader inference. | Avoid reusing the private story, imagery or object. Choose the next task from the learner's component evidence. |

**Home option for a time-poor family:** One public or invented instruction card is enough. In five minutes, ask “Which line tells you that?” and “What might a different first picture make someone think?” A family can decline; no purchase, app, account, photo, local cultural disclosure or upload is required. Original SubjectNest follow-ups © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.