Purpose: choose the next literacy teaching move from Days 71–80. This is a formative sample, not a standardised test, diagnosis, report-card grade, whole-year judgement or test of music, part-whole maths or capacity. Proposed ACARA v9 Foundation English links: AC9EFLA05, AC9EFLA09, AC9EFLE02, AC9EFLY01, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY13. Human educator, local curriculum, safety and accessibility review pending.
Fair administration
Use Day 80's 25-minute lesson for common adult story, oral, spelling, editing and reflection. Hear each learner read the print links and unseen words in a private approximately seven-minute check across Days 76–80 independent-work rotations or a longer window. A group chorus is not an individual reading check. Read directions aloud; allow one direction repeat and record it. Preserve the first independent attempt before an answer hint, then record any modelled retry separately. A missed or inaccessible task is not observed, not zero.
Offer large/tactile print, movable/digital letters, quiet space, extra time, speech, AAC, sign, pointing, typing, drawing or child-directed adult placement. If hearing or oral production affects a phoneme task, agree a valid route and interpretation with the learner, family and relevant specialist. Do not count a copied sentence, adult-scribed word, picture guess or physically moving a cup as independent print reading. Child data remain in the school's approved local system. No child must perform a rhythm publicly, handle water, ring a bell or disclose personal information.
A · Fresh adult-read story and test boundary
Read adult fiction D, The Covered Label twice with print hidden. Say that it is pretend. Ask exactly:
- “What could Ari not find at first?” Expect the B label because paper covered it.
- “What did Dev change?” Expect moved the loose paper away.
- “What could Ari do on the second try?” Expect find B. A child may point to a safe paper model, sign or use AAC.
- “Did this dry board show which cup held more? What would still be needed?” Expect no, and a separate adult-managed direct capacity comparison or clear description of actually comparing by transfer. Do not demand a child perform that test here.
Ask “Which part is an observed result inside the fiction, and which part is still unknown?” Ari found B in the made-up story; capacity remained unknown. Do not report a fictional outcome as an actual class trial. If the class has its own real dry-board user note, keep it separate.
B · Oral sounds, no print
Use the learner's usual pronunciation and voice, counters, AAC, sign or pointing route:
- “Say the sounds in off, in order.” Expect /ɒ/ /f/, two sounds.
- “Say the sounds in cliff, in order.” Expect /k/ /l/ /ɪ/ /f/, four sounds; /k/ and /l/ stay separate.
- “Say the sounds in see, in order.” Expect /s/ /iː/, two sounds.
- “Put /k/ /iː/ /p/ together.” Expect keep.
- “Which rhymes with puff: cuff or see?” Expect cuff by sound. A matching printed ending alone is not evidence.
Record exact response and any access adjustment; a speech difference alone is not a missing phoneme concept when an agreed route shows it.
C · New links and five unseen printed words
Shuffle ff, ee and three earlier links chosen from ng, ll, ss, th, ck, q-u, sh, ch, is, has. Ask for the practised sound value in a selected word and how many phonemes a team writes. Expect final ff one /f/ and ee one /iː/ in this set; q-u remains two sounds /k/ then /w/. Record the exact uncertain link rather than using a total as a pass line.
Show these five new printed words separately, without image or context. Their exact forms have not appeared in Days 71–79 child cards. Say “Touch each letter or team, say the learnt sounds in order, and blend.” Explain meanings after the first attempt.
| Word | Sound path | Meaning after blend |
|---|---|---|
| stiff | /s/ /t/ /ɪ/ /f/; final ff one sound | Hard to bend or move; not a judgement about a person's body. |
| free | /f/ /r/ /iː/; ee one sound | Available without a price in one context, or able to choose/move in another; give the intended use after reading. |
| peep | /p/ /iː/ /p/ | A quick look; do not ask a learner to look at private material. |
| weep | /w/ /iː/ /p/ | Cry; give meaning gently after blending. |
| fluff | /f/ /l/ /ʌ/ /f/; final ff one sound | Soft loose fibres; a word only, not a material every child must handle. |
Then show the fresh controlled sentence Ben can see a cup. Ask for an independent read and “What can Ben see in this print?” Do not reveal a cup picture first. Ben was taught in the imagined mini-text; no actual cup observation is implied by the sentence.
D · Four exact dictations
Hide print. Give each spoken context and repeat the target once without spelling or phoneme segmentation. Allow tiles, tactile letters, typing or pencil; record the exact first sequence and a self-reread.
| Spoken context and target | Expected printed response | Diagnostic point |
|---|---|---|
| “The switch is off in our spoken example. Write off.” | o ff | One final /f/ written ff. No real switch is needed. |
| “The word for a steep edge is cliff. Write cliff.” | c l i ff | Initial /k/ /l/ separate, final ff one /f/. |
| “I can see a card. Write see.” | s ee | ee one /iː/. |
| “A seed can be in an imagined pot. Write seed.” | s ee d | ee followed by final /d/; no real seed claim. |
If an adult names the letters or places them without the child's direction, label that sequence supported rather than independent encoding.
E · Repair two ideas and explain a dry card
Show this new draft to edit, without the expected answer: ben can see a cup nell can see it. Read it aloud once only if needed for access. Say “Make the names, word spaces and two sentence stops clear for a new reader. Then tell me what it means.” Expected independent repair: Ben can see a cup. Nell can see it. The original already has word spaces; note if a child mistakenly merges them. it refers to the cup. For a separate missing-space sample, show Bencansee and ask where the two spaces belong, without giving the answer. Record name capitals, boundaries, stops, reread and reference understanding separately.
If an actual safe, adult-offered dry setup and willing user are available, offer the original dry-step card and blank strips. Ask the child to read or make a two- or three-line controlled version with cup or pot, and choose See it. or Feel it. for an accessible last check. The child tells a user first/next/last in their own words. The user follows with empty class objects or safe visual/tactile paper symbols; record what happened and any child revision. Ask “What did the dry trial show? What does it not show about capacity?” If no user/setup occurred, mark real user-trial evidence not observed and still assess print and oral planning with a clearly labelled paper fiction. Do not use water in this English check or infer a real capacity result from shape.
Analytic rubric and record
Rate domains separately; do not add levels or set a pass line. Independent means after standard directions and non-content access, without an answer hint. Zero means a completed accessible check yielded no independent evidence. A task missed or without a valid route is not observed.
| Domain | 0 · No independent evidence | 1 · Emerging | 2 · Developing | 3 · Secure in this sample |
|---|---|---|---|---|
| A. Adult story and dry-test boundary | 0/4 exact prompts | 1/4 | 2–3/4 | 4/4, including the separate direct-test need |
| B. Oral sound awareness | 0/5 items | 1–2/5 | 3–4/5 | 5/5 with ff and ee each as one sound in selected words |
| C. New print links | Neither ff nor ee identified independently | One of two | Both identified, but a word or phoneme count needs a prompt | Both correctly bounded and used in a selected word without a content hint; earlier links logged separately |
| D. Unseen-word transfer | 0/5 independently sounded/blended | 1–2/5 | 3–4/5, or 5/5 with fresh sentence/meaning prompted | 5/5 plus fresh sentence and literal answer independently |
| E. Dictated encoding | 0/4 correct exact sequences independently | 1/4 | 2–3/4 | 4/4 and at least one self-reread |
| F. Sentence repair and meaning | No name capital, boundary or stop independently repaired in a completed check | One named feature corrected, or repaired text copied after model | Both name capitals and two stops independently repaired; one space, read or it needs a prompt | Both names, spaces and two stops clear; repaired lines independently reread and it linked to cup |
| G. Dry-step explanation and real user trial | No independent ordered explanation in a completed accessible check | One readable or ordered step independent; trial not yet usable | Two or three clear steps read/arranged and explained, but referent or a real user's response needs a prompt | Clear ordered dry card read/arranged, it refers to offered object, a real willing user's action is recorded, and learner says what the trial did and did not show |
For G, if print/oral planning was completed but no real user trial could be arranged, write “developing plan; real trial not observed” rather than assigning a false secure level. Keep the real-trial evidence separate from print. A child-directed adult may place objects while the learner's choices remain visible.
Learner code: __ Date(s): _ Teacher: Access and exact source/setup: _____
| Evidence | Exact first response; direction repeat, hint, adult scribe and retry |
|---|---|
| A1 label B; A2 moved paper; A3 found B; A4 capacity unknown and next test | |
| B1 off; B2 cliff; B3 see; B4 keep; B5 rhyme | |
| C ff; ee; three chosen earlier links | |
| D stiff; free; peep; weep; fluff; fresh sentence/meaning | |
| E off; cliff; see; seed; self-reread | |
| F two-idea repair, joined-word spaces, reread, it | |
| G dry card, offered object/paper route, first/next/last, real user response or not observed, capacity boundary |
A–G level or not observed: __ / _ / / / / /
Exact strength and item: __ Next teaching move and recheck date: __
Source, access or review question: _____
Choose the next teaching move
| Exact evidence pattern | Responsive move |
|---|---|
| Final ff split into two /f/ sounds or omitted | Count /ɒ/ /f/ in off and /k/ /l/ /ɪ/ /f/ in cliff; put joined ff in one final box. Recheck a new selected word stiff after teaching. |
| ee split or read as short /ɛ/ | Compare see/seed/keep with a joined ee tile for one /iː/. Recheck peep or weep after modelling; do not claim all long /iː/ uses ee. |
| Adjacent consonants collapse in stiff/free/fluff | Give a counter for each spoken onset phoneme, then match letters/teams left to right; recheck a fresh controlled word. |
| Edit changes capitals but loses word spaces or sentence stop | Read one idea aloud, place word tiles with visible gaps, then mark its end. Invite a new two-idea repair rather than copying the original answer. |
| Child reads a sentence but it has no clear referent | Place the noun cup beside the pronoun; ask which object the second line points to. Recheck on a new controlled sentence after a model. |
| Fictional dry-board outcome reported as this class's real result, or shape treated as capacity evidence | Label adult story D as fiction; compare with the actual local user-trial note. Explain that a capacity result needs separate direct comparison. Keep mathematics evidence in its own record. |
| A dry card was made but no real user could try it | Preserve the print evidence and arrange a safe willing user trial later. Mark that part not observed until it happens. |
| Samples are secure | Continue the planned explicit spelling sequence, richer adult information text, cumulative review and authentic audience editing. This small check does not certify the whole Foundation year. |
Sources: ACARA v9 official workbook, ACARA English, AERO Teach explicitly and AERO Monitor progress. External rights remain separate. Original passages and prompts are CC BY 4.0 as described in the pack guide.