This is the complete accepted proposal account retained for source meaning and limits. Source pages and seven-field controls are now authored locally; classroom, native print, assistive technology, listening and translation remain unverified. National reissue download was not reacquired; retained extract only. Council candidate is adult-only with dated direct-access failure. Child book-finding sources are complete original fiction.
Print, handwriting and exposure — full conditional contract
The complete predecessor PRINT-HELP.md is retained verbatim below as dated9October provenance, not a new pronunciation/print acquisition. Its whole actual earlier context is relevant:01–02ai/ay andee/ea;03–04retrieval;05–06narrative/information/clauses/morphemes and adult-read boat;07–08clarification/recommendation/referents/title/list/phoneme opportunities and published paid/snail/beep/peach/trail/fray/fleet/gleam;09–10ordinary exposed oa/o-e and vote/votes/voting plus P1/P2 lines. None proves an individual was taught or read it.
For51–60, the optional print focus is retrieval at the actual school-taught point, not a new universal sequence. Retain the exact complete P1/P2 tokens and local prerequisite maps below. Both lines and all supplied word selections are ordinary/exposed practice. Do not call them unseen, fresh first teaching or a calibrated later form. For a different local line, an educator must author/check every token, sound–letter correspondence, cluster, familiar word, capital variant, morpheme and exposure record before independent presentation. Missing prerequisites receive a useful meaning route with neutral adult reading while a separately matched print lesson is planned; do not fabricate a successful reading score.
A tiny separate session may hear a whole eligible word, blend/segment according to the adult's locally reviewed pronunciation, retrieve a taught correspondence, compare the retained boat/coat or rope/hope substitution and reread a whole eligible line for meaning/phrasing. Model only in ordinary teaching; record copying/echoing/adult reading as that support. The retained vote family is a word/morpheme example in its supplied contexts, not a real child election eligibility claim. No new IPA, universal Australian accent, recorded dictionary audio, arbitrary spelling rule, translation or home-language equivalence is invented.
For composition51–60, full rich and held sources are not called decodable. An adult-read own guide may show independent idea choices with reading/scribing named, while spelling/handwriting remain separate. For handwriting, offer locally reviewed unjoined F/f, P/p and S/s models only if those actual forms are taught and comfortable; show a large genuine blank practice space and an own chosen eligible word separately. Model-copy, independently chosen letters and adult-made marks are distinct. No forced grip, neatness ranking, speed quota or assumed school letterform applies. Final source construction must draw actual full models/blanks and check them; this proposal does not provide a shipped font or printable file.
Exact predecessor full PRINT-HELP body — historical teaching/reference record
Conditional print teaching and exposure
The actual preceding opportunity
Resource01–02 introduced ai/ay and ee/ea examples; Resource03–04 retrieved them, with each spelling checked against school teaching. Resource05–06 explored narrative/information, clauses and morphemes; its rich adult-read Paper Harbour story already contained boat. Resource07–08 taught/revisited clarification, calendar/source scope, recommendations, pronoun reference, title capitals and list commas. Its ordinary practice includes earlier vowel patterns and phoneme manipulation; its first/later paid/snail/beep/peach and trail/fray/fleet/gleam materials are now published. Familiar a, I, is and the remain learner-specific checks, not assumed from a label. The lexicon's written membership is not evidence a learner was taught or read it.
“Boat was in a rich adult-read story” does not mean a child has independently decoded oa. “New in this resource's print selection” is not “first taught in school.” Each adult checks actual school sequence, each target correspondence, consonant/cluster, capital variant, familiar word and exposure before display. No default universal Year 2 phonics order or required diagnostic label.
Proposed optional long-o opportunity
Use the learner's usual Australian English pronunciation and locally reviewed scope. Collins entries checked through current indexed text on 9 October 2026 show British English /bəʊt/, /kəʊt/, /səʊp/, /rəʊp/, /həʊp/, /nəʊt/, /vəʊt/, /həʊm/. That is a reference for the example contrast, not a heard audio sample or a universal Australian vowel transcription. No dictionary definitions, photos, examples or translations are imported. Adult says the whole word naturally, then segments without adding a schwa to consonants; accept an appropriately reviewed local phoneme account.
- oa in boat: b | oa | t; coat: c | oa | t; soap: s | oa | p. Three phonemes/four letters in these reference pronunciations. oa has no blanket rule for all words.
- Split o-e in rope: r | o-e | p; hope: h | o-e | p; note: n | o-e | t; vote: v | o-e | t; home: h | o-e | m. Three phonemes/four letters here. The two written pieces work together across a consonant; final e is not a fourth phoneme in these words. Mark both parts, not two adjacent letters or a compulsory extra /e/.
- Contrast hop/hope using an actually taught short-o example, after both correspondences are available. Explain that the word changes as well as the spelling/sound. Do not infer a child can read rope just because hope was taught; check r/p and the whole word.
- boat→coat substitutes the first phoneme with the same remaining oa/t; use actual eligible letters. rope→hope substitutes r/h. Do not call a spelling-only rearrangement phoneme deletion.
- vote/votes/voting is an adult-read meaning/morpheme opportunity. Plural/third-person -s and participial -ing are different jobs in context. In voting the final written e is removed before ing; this is a spelling example, not an exceptionless rule. No suffix or inflected word is independently scored until its complete taught form is matched.
Two complete candidate print lines
P1: “A boat is on a map. A rope is in a bag.” Full tokens: A/a capital/article; boat b/oa/t; is i + written s pronounced /z/, with the locally taught familiar-word account; on o/n; map m/a/p; rope r/o-e/p; in i/n; bag b/a/g. Check every sound–letter link and sentence meaning. Independent selection only when all are actually available. Copying, echoing or adult-reading a token is recorded as that help, not independent word reading.
P2: “A coat is on a bed. I hope I can vote.” Tokens: A, coat c/oa/t, is, on, a, bed b/e/d, I capital/familiar, hope h/o-e/p, I, can c/a/n, vote v/o-e/t. Meaning: this is a fictional practice line, not a claim a child can vote in an election or has a coat/home. The adult can substitute a locally keyed complete line if the topic or code is unsuitable. No scored silent-letter/mastery claim from one pattern.
Both lines are fully exposed in this proposal and may be used in ordinary teaching. They are not unseen later measures. Optional first/later word selections (P1 boat/coat/rope/hope; P2 soap/note/vote/home) sample taught work with actual exposure recorded; they are not calibrated forms. The eight meaning tasks’ 32 questions do not become independent reading checks because these separate line probes exist.
Access and observation
Before an independent print attempt, keep the full source line hidden until selected; do not put it in picture alt/title/cue while pretending it is unexposed. Adult eligibility view can show the complete map and choose a prerequisite route. All ordinary child routes must offer a real useful purpose, never a failure screen. For missing correspondence teaching, use an actually matched short CVC word or adult-read access for meaning; document replacement word/line, exact map, help and target. A learner may know the content in another language; a trusted fluent person can support meaning, but that does not by itself supply English-decoding evidence. Translation, accent/listening quality and cultural permission remain unvalidated until appropriate human review.
Handwriting is offered with roomy unjoined upper/lower-case models and own blank writing space when useful. A dictated report provides own composition with scribing named, not independent handwriting. An oral/multimodal presentation can be rehearsed with a familiar audience and varied pace/volume if wanted; a silent paper route has related meaning/organisation value but is not falsely logged as spoken delivery. No speed gate, forced voice, diagnosis, fixed learning-style category or phonics attainment claim.
The two short lines are ordinary exposed practice. Read the selected text before saying it only when all local declarations match; otherwise use the grown-up rich source. Back to teacher