# Source-stage note

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](../teacher/INDEX.html)