# Year 5 English Weeks 3–4 · original shared texts

**All places, people, services, counts and quotations below are invented.** They are teaching sources, not reports of a real school or community. Give a learner an accessible version of the same words: readable print, enlarged print, plain text, screen reader, braille transcription or adult reading. Note whether comprehension came from independent reading or heard text. Do not treat these stories as cultural, historical or local evidence. Keep the [fresh Day 15 and 20 stimuli](ASSESSMENT.md) out of sight until use.

## Text A · A repair-table trial (invented information text)

**Source label:** Paper Library Team, fictional trial notice, written after two Thursday sessions. This team could report what it recorded; it is not an independent guarantee that a repair lasts.

> **Purpose.** A paper-book repair table lets visitors protect a loose cover with a wide paper sleeve. An adult helps with every fold. The table is open only during the trial sessions listed below.
>
> **When.** The fictional trial ran on Thursday 10 September 2026, 3:30–4:30 pm, and Thursday 17 September 2026, 3:30–4:30 pm. No future opening is promised.
>
> **What was recorded.** The team logged 12 completed paper sleeves in the first session and 15 in the second: 27 recorded sleeves across the two sessions. It did not record unique visitors, whether a book returned for another sleeve, or whether any sleeve was still useful a week later.
>
> **Next step.** The team could ask willing visitors what helped, check a sample of sleeves later with permission, and ask staff whether another trial is safe and useful.

**Anonymous poster beside the notice:** “Every damaged book can now be repaired for good. The 27 visitors prove that the whole neighbourhood wants a permanent repair station.” The poster has no named author, no method and no new evidence. A learner can favour another trial while rejecting its overclaim. The named team is a source for its own count; its role alone does not prove long-term success.

**Navigation question:** Find the *When* section to learn the trial times; use *What was recorded* and *Next step* to check a claim about durability. Scanning for “15” alone is not enough to decide how many different people attended.

## Text B · Four frames, two readings (invented media text)

**Frame 1: NOTICE.** In a wide view, Hala points to a paper sign: “Ask before using the repair table.” Caption: “Hala noticed the rule.”

**Frame 2: PERMISSION.** In a close view, Hala asks a staff member, who says, “Yes, with me here.” Caption: “Hala asked first.”

**Frame 3: FOLD.** Only hands and a broad paper sleeve are visible. Caption: “They made a cover together.”

**Frame 4: CHECK.** A paper book opens on the table. Caption: “They checked the cover did not block the pages.”

**Sequence A:** 1 → 2 → 3 → 4. The reader sees notice, permission, action, check. **Sequence B:** 3 → 1 → 2 → 4. The opening image makes the action appear to begin before the rule or permission; the later captions could correct that first impression, but the first frame still changes what readers initially infer. Neither sequence proves how long the cover lasts. Do not photograph real children to teach this; the [original printable panel aid](panel-sequence.svg) uses abstract line icons and an exact [text alternative](PRINT-ALTERNATIVES.md).

## Text C · The queue and the cover (invented literary text)

> I kept my paper book against my chest as the repair queue curled like a ribbon past the window. Sol stood just ahead of me, pressing a loose cover with both hands.
>
> “You can go before me,” Sol said. The clock nudged us onward. I thought Sol wanted me to hurry, so I said, “I can wait.” Sol looked down at the book and held it even tighter.
>
> At the table, the adult placed a broad sleeve around Sol's cover. Then Sol told me, “I was holding the pages together so they would not fall. I did not mind waiting for my turn.”
>
> My worry had been a pebble in my pocket. I had built a whole story from one glance and one quiet sentence. Next time I could ask what someone meant before deciding I knew.

The first-person narrator reports what they saw and **what they assumed**; Sol's later explanation changes the reader's understanding. “Queue curled like a ribbon” is a simile; the clock does not literally nudge anyone; “worry was a pebble” is a metaphor. The text leaves Sol's private feelings open beyond what Sol says. A learner's different interpretation is welcome when it cites a specific line and acknowledges that limit.

## Text D · Sol's brief account (invented companion viewpoint)

> I held the loose cover because the pages slid when I let go. I told the next reader they could go first. When they said they could wait, I looked down so I could keep the pages together. The adult helped me with a paper sleeve, and then I explained why I had been holding the book.

Text D is a newly written viewpoint on the same fictional incident, not proof that one narrator's memory is universally reliable. Compare which detail each narrator knew at the time, and how the later explanation changes a reader's judgment. Do not infer a person's feelings solely from eye contact, tone, or body movement in real life.

## Word-study and precise-language bank

- Transparent prefix `re-` meaning “again” in **recheck, reread, reorder, rewrite, repaint**. A word's spelling can be studied from its known base; do not mechanically split every word beginning with `re` (for example, *repair* is not taught here as “pair again”).
- **Trial** means a bounded attempt with stated conditions; **guarantee** promises an outcome; **durable** describes something that lasts under use. A two-session count does not by itself establish durability.
- **Source**, **method**, **observation**, **inference**, **viewpoint**, **sequence**, **frame**, **caption**, **simile**, **personification**, **metaphor**, **dependent clause** are taught orally and in context before independent use. A child can explain an idea in a familiar or home language first; any published translation needs qualified review.

## Source and reuse boundary

All four texts, counts, panel descriptions and characters were written for this SubjectNest pack. No commercial story, worksheet, song, stock photo, child work, logo or recording is embedded. Exact ACARA descriptions appear in the [crosswalk](CURRICULUM-CROSSWALK.md) under [ACARA's own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). Original SubjectNest writing © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.