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Day 20 — Two-week evidence checkFoundation English · T1 W3–4 · Day 20 lesson

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Foundation / English / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13, AC9EFLY06.
Goal: Show current story understanding, sound–letter knowledge, controlled decoding and encoding, then get a precise next teaching step.
Prepare: ASSESSMENT.md, Oral story E, letter cards, three/four sound boxes, blank sentence strip.

  1. Set the purpose · 2 min. Say: “This helps me choose what to teach next. You can ask me to repeat a direction. There is no race.”
  2. Fresh listening text · 5 min. Read The Missing Brush twice. Learners attend to people, problem and solution. Keep the print in teacher hands.
  3. Meaning and retell · 5 min. Ask the assessment's three questions and offer blank event boxes. Accept a spoken, AAC, pointing, acted or drawn sequence; record whether options or content prompts were given.
  4. Sound and print sampling · 6 min. Use shuffled taught letter cards and the five unseen CVC words from the assessment. Children respond privately, one item at a time. For a class group, collect written/tile choices now and complete the brief individual blending check during rotations.
  5. Encoding and creation · 5 min. Dictate the three assessment words without showing print. Give a blank strip for a short sentence with taught words and a full stop. Feedback after recording should name one actual success and one next move.
  6. Close · 2 min. Ask the learner to point to or say a word they can now read. Complete the domain rubric and next-step note after the lesson.

Feasible administration: The 25-minute block collects group evidence. Hear each learner for about 3–4 minutes privately during normal independent-work rotations across Days 18–20; a single teacher cannot individually hear a full class decode 5 words in this one whole-class block. Record access route and prompt level. Do not infer a disability or whole-year attainment from this brief sample.

Access routes: Adult-read story with text withheld, large/tactile letter cards, digital or physical tiles, a quiet check space, extra response time, and speech/AAC/pointing as appropriate. An adult-read word is not an independent decoding score.

Source: https://neuroforge.io/subjectnest/library/resources/foundation/english/term-1/weeks-03-04/day-20 · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.