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Day 40 — Two-week evidence checkFoundation English · T1 W7–8 · Day 40 lesson

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Foundation / English / Term 1 / Weeks 07 08

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: AC9EFLA03, AC9EFLA09, AC9EFLE05, AC9EFLY01, AC9EFLY05, AC9EFLY06, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Show text-purpose understanding, oral sound patterns, the four new print links, unseen-word transfer and sentence creation; receive a specific next teaching step.
Prepare: ASSESSMENT.md, Oral story E and fresh adult-read notice, shuffled cards, boxes, blank sentence strip.

  1. Set purpose · 2 min. Say “Show me what is ready and what we should practise next. There is no race. You may ask me to repeat a direction.” Explain the offered response routes.
  2. Fresh oral texts · 5 min. Read the fresh notice once and The Puppet Beat twice with print hidden. Ask learners to listen for what the notice asks and what happened in the story.
  3. Meaning response · 5 min. Ask the assessment's purpose and story questions. Take speech, AAC, drawing or ordered objects; record whether answer choices or content hints were given.
  4. Sound and word sample · 5 min. Present the oral pattern prompts, new link cards and five unseen printed words from the assessment in short turns. Gather private oral blends during scheduled rotations rather than pretending to hear a whole class individually now.
  5. Encode and create · 6 min. Dictate four controlled words with print hidden. Offer tiles, typing or pencil. Invite one new story sentence from taught word tiles and ask what idea it tells. Record first independent attempts before feedback.
  6. Exit check and close · 2 min. Ask each learner to point to sh or ch and name or choose one word they can now read. Record what is independent; finish rubric and a next-teaching note after the lesson.

Feasible administration: The 25-minute block gathers group evidence. Private individual link and blending checks take about 7 minutes per learner in ordinary independent-work periods across Days 36–40, beyond these mini-lessons. If the schedule does not permit this, extend the checking window. Mark unobserved items as not observed, never as zero.

Access routes: teacher-read text with exact transcript, large/tactile cards, physical/digital tiles, quiet check, extra response time, speech/AAC/pointing/typing or drawing as appropriate. A response reached only after adult reading is meaning evidence, not independent decoding.

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