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Day 70 — Two-week evidence checkFoundation English · T2 W13–14 · Day 70 lesson

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Foundation / English / Term 2 / Weeks 13 14

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: AC9EFLA09, AC9EFLE02, AC9EFLY01, AC9EFLY03, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY13, AC9EFLY14.
Goal: Show the new ng/ll/ss/has boundaries, transfer to unseen controlled print, compare invented and sourced adult accounts, and make or honestly defer an observation-grounded sentence.
Prepare: ASSESSMENT.md, adult texts A/B, private reading cards, exact dated plant records if any, blank child line, and the source/plant printable alternatives.

  1. Set purpose · 2 min. Say “Show me what you can do now and what we should practise next. There is no race. I can repeat a direction.” Offer the learner's valid private response route.
  2. Adult text distinction · 5 min. Read one short part of fiction A and factual account B with all long print hidden. Ask which is invented, which names a real source/year, and which can state Sam's feelings. Do not request personal family details.
  3. Oral and source prompts · 5 min. Ask the assessment's five oral sound items and two source questions as a group sample; record individual first responses only where observed. A quiet/private turn may be scheduled.
  4. Print sample · 5 min. Show wing, sell, miss, quill, thing individually, shuffled ng/ll/ss/has plus selected earlier links, and one fresh controlled sentence. Hear private individual blends in planned rotations, not a group chorus.
  5. Encoding and claim · 6 min. Dictate ring, bell, moss, has with print hidden. Ask for one line about the approved real plant backed by a dated view. If no valid observation happened, mark the factual-claim domain not observed and offer decoding practice in a clearly fictional context.
  6. Exit and next step · 2 min. Ask the learner to point to one ng, ll or ss word they can now read, then identify a precise next thing to practise or ask. Give one evidence-based strength; complete rubric after the lesson.

Feasible administration: The 25-minute block gathers common oral and work samples. Allow a private approximately seven-minute print and source check per learner during Days 66–70 independent-work rotations, extending the window if the class size requires it. A missing or inaccessible check is not observed, not zero. This English assessment cannot establish personal family-content knowledge or science achievement from invented sources.

Access routes: adult live read or locally made recording with transcript, large/tactile/text-only cards, sound boxes, digital tiles, quiet private check, speech/AAC/sign/pointing/typing/drawing, verified home-language interpretation for meaning, extra response time and child-directed adult mark. Record exact support and source route.

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