# Foundation/Prep English · Weeks 17–18 teaching check

**Purpose:** decide the next literacy lesson from Days 81–90. This is formative, not a standardised test, diagnosis, report-card grade, complete achievement-standard judgement, maths map assessment, media-arts assessment or proof of HASS place-care action. Proposed ACARA v9 Foundation English links: AC9EFLA05, AC9EFLA07, AC9EFLA09, AC9EFLE02, AC9EFLY04, AC9EFLY05, AC9EFLY06, AC9EFLY07, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY13, AC9EFLY14. Human educator, local curriculum, accessibility, safety and accuracy review **pending**.

## Administration and evidence rule

Use Day 90's 25-minute block for common listening, view/description reveal, oral sound, spelling and composition. Hear each learner's print and meaning check privately for about seven minutes in Days 86–90 rotations or extend the window. Keep these **unseen** transfer words hidden until that check. Directions may be repeated once; log the repeat. Save the first independent response before a content hint, then a later modelled retry separately. A response inaccessible under the available route is **not observed**, not zero; a wrong response on a completed accessible item may be zero in that item. Never equate speech clarity or handwriting fluency alone with missing sound knowledge.

Offer live adult reading or a locally made recording with transcript; exact staged text alternatives or raised shapes; large/tactile print, movable/digital letters, quiet space, extra time, AAC, sign, pointing, typing, drawing or child-directed adult placement. Record what the learner controlled. If a hearing or oral production difference changes a phoneme task, co-plan an interpretable route with the learner, family and relevant specialist. No child must disclose a home location, take a real outdoor route, touch unknown litter or perform publicly. Keep identifiable work in the school's approved private system.

## A · Fresh adult fiction and two-view evidence

Read [adult fiction D, *The missing edge*](MATERIALS.md) twice with print hidden. Say it is **made up**. Reveal the [assessment view](assessment-view.svg) first frame and then wider frame, or the exact alternatives in that order. Ask exactly:

1. “What could Miro see in the first view?” Expect **a pot**, without a visible support surface.
2. “What did the wider view add?” Expect **a mat under the pot and a cup nearby**; a response naming one of these is partial and recordable.
3. “Was the shelf guess supported by the first view?” Expect **no**; it was a guess. The wider view instead shows a mat.
4. “Can either view tell who put the pot there or whether a plant is inside?” Expect **no** to both. The drawings show neither fact.
5. “Is this a drawing of a real plant observation in our class?” Expect **no, it is invented**.

After the oral/view sample, show the **fresh controlled caption** **A pot is on a mat.** before a second look at the wide view. Ask for an independent read and whether the wide picture supports it. The first crop alone cannot show the mat. Record print reading, word/image match and source boundary separately. A nonvisual exact-description route is equal evidence for comparing the two representations; do not score visual scanning.

## B · Spoken sounds and special word boundary

Use the learner's usual pronunciation and response route; no printed word during items 1–4:

1. “Say or show the sounds in **tray**, in order.” Expect /t/ /r/ /eɪ/, **three** sounds.
2. “Say or show the sounds in **need**, in order.” Expect /n/ /iː/ /d/, **three** sounds.
3. “Which rhymes with **day** by ear: **play** or **dig**?” Expect **play**.
4. “Blend /s/ /t/ /eɪ/.” Expect **stay**.

Then separately shuffle printed **I, It, in**. Ask the learner to choose/read the standalone speaker word /aɪ/ and read one /ɪ/ example. Expect **I** /aɪ/, **It/in** beginning /ɪ/. Do not teach that every capital I has /aɪ/ inside other words. Record speech/sound evidence and print-word evidence separately.

## C · New links and five held-out printed words

Shuffle joined **ay**, **ee** and two earlier taught teams (**ff**, **ng**, for example). Ask which selected word-final team can represent /eɪ/ and how many phonemes it writes; expect **ay**, one. Check **ee** /iː/ separately. Present each **held-out** word without image or sentence context; no word below occurs in Days 81–89 child cards. Ask “Touch or choose the letter or team sounds in order, then blend.” Explain meaning only after the first attempt.

| Held-out word | Exact sound path | Meaning after the read |
| --- | --- | --- |
| **pay** | /p/ /eɪ/ | Give money for something; no purchase is required. |
| **ray** | /r/ /eɪ/ | A beam of light in one context; use a safe oral example, not a bright light pointed at a child. |
| **sway** | /s/ /w/ /eɪ/ | Move gently from side to side; movement is optional. |
| **bay** | /b/ /eɪ/ | A part of a coast in one meaning, or a marked space; clarify context after decoding. |
| **beep** | /b/ /iː/ /p/ | A short sound; no sound playback or hearing demand is needed. |

Then show fresh question **May I see a tray?** without a matching image. Ask for an independent read, the requested object and what **?** does. The learner need not physically find a tray. This tests taught **May, I, see** in a new controlled combination, not a real permission grant.

## D · Dictated print and two-sentence purpose

Hide all relevant print. Dictate **stay** in “We can say the word **stay**. Write **stay**,” then **need** in “A speaker says, ‘I **need** a bin.’ Write **need**.” Repeat a target once without segmenting or naming letters. Expect **s t ay** and **n ee d**. Record exact first sequence, child control of tiles/keyboard/pencil and independent reread. If an adult selects the letters or spelling, mark supported.

Offer mixed, separate taught word/punctuation tiles **May | I | see | a | map | ? | I | need | a | bin | .** Ask the learner to arrange and read a request followed by a need. Expect **May I see a map? I need a bin.** in the fictional clean-paper scenario. Ask “Why might the speaker need the map and bin?” Accept a clear oral/sign/AAC explanation of finding the **approved** bin for clean class paper after adult check. The word *because* may be adult-scribed from the child's own fuller wording on a separate page; do not claim the child read it. Ask what part was really observed in this class. If no site/action was checked, “We only used a paper story” is accurate.

## Analytic rubric and record

Score **domains separately**; do not add scores or set a pass line. **Independent** means after standard directions and non-content access, without an answer hint. A domain recorded as **not observed** has no numeric level. For a completed accessible task, 0 means no independent evidence in that domain.

| Domain | 0 · No independent evidence | 1 · Emerging | 2 · Developing | 3 · Secure in this sample |
| --- | --- | --- | --- | --- |
| A. Adult fiction and image evidence | 0–1 of five exact questions, no supported view distinction | 2 of five or relies on shelf/plant guess as fact | 3–4 of five, with one source or unknown-limit prompt needed | 5 of five, fresh caption read and matched, and drawing clearly distinguished from a real observation |
| B. Oral phonemes and rhyme | 0 of four sound items | 1 of four | 2–3 of four | 4 of four with tray's ay one sound and adjacent /t/ /r/ separate |
| C. Standalone I | Does not distinguish I from It/in in a completed print check | Selects I with an answer cue or reads only one word independently | Reads I /aɪ/ but one /ɪ/ comparison needs a prompt | Reads standalone I /aɪ/ and It or in with /ɪ/ independently and describes the bounded difference |
| D. Held-out decoding | 0 of five words independently blended | 1–2 of five | 3–4 of five, or five but fresh question/meaning needs a content hint | Five of five plus fresh question, requested object and question mark independently |
| E. Dictated encoding | Neither target exact independently | One target exact | Both target spellings exact with a reread or team-placement prompt | Both **stay/need** exact independently, with ay and ee kept as units and self-reread |
| F. Request, reason and source | No coherent request/need link in a completed task | One line readable or arranged but purpose unclear | Both lines read/arranged; fuller reason or real-versus-fiction distinction prompted | Both lines clear, meaningful oral reason, correct two end marks, and exact distinction between fictional rehearsal and any actual local check |

**Real place-care action** is a **separate factual note**, never an English rubric requirement. Record actual approved action, site, adult check and learner contribution if it happened. Otherwise write **not observed**. Do not award a “care action” for a pretend map or put an invented outcome in a child's portfolio as reality.

```text
DATE / LEARNER CODE: __________________  ACCESS ROUTE: _______________
FIRST EXACT RESPONSES — A: __________ B: __________ C: __________
D: __________ E: __________ F: __________
INDEPENDENT / AFTER MODEL / NOT OBSERVED for each: ________________
ACTUAL SOURCE OR USER NOTE (if any): _______________________________
REAL PLACE-CARE ACTION: actual evidence __________ / not observed ___
ONE EXACT NEXT TEACHING MOVE: _____________________________________
SOURCE / ACCESS / HUMAN REVIEW QUESTION: __________________________
```

## Choose the next teaching move

| Exact evidence pattern | Responsive move |
| --- | --- |
| **ay** split into two sounds or /eɪ/ omitted | Say /d/ /eɪ/ for **day**, put joined ay in one final box; contrast **day/see**. Recheck an unused selected ay word such as **lay** after modelling; explain its meaning after blending. |
| Adjacent consonants collapsed in **tray/sway** | Use one sound counter for /t/ then /r/ in **tray**, or /s/ then /w/ in **sway**; slide to ay last. Recheck another controlled word after a model. |
| **I** read /ɪ/ or every capital I treated alike | Place standalone **I** beside **It/in**, speak/choose /aɪ/ and /ɪ/ in the complete words, then reread a new controlled line **I see a mat.** |
| Caption chosen from a plausible guess rather than a visible/described feature | Reveal only first view; ask “What can this show? What is outside it?” Reveal wider view and mark claims directly supported, unsupported and still unknown. Recheck with a new simple invented drawing. |
| Words read but question mark or reason omitted | Build one request and one need sentence with movable end marks, let a chosen listener say what was asked and why, then edit the unclear line. |
| Pretend map/bin reported as actual school evidence | Label oral fiction and paper aid as invented. Check an approved real source with an adult if appropriate, record only what is actually found, and keep real care action not observed until it happens. |
| No actual safe care action was available | Preserve English reading/communication evidence and plan an adult-led approved action later; do not lower the English rubric or invent completion. |
| Samples secure | Continue systematic cumulative phonics, fresh word/image comparisons and authentic locally checked audience writing. This small check does not certify the year. |

Sources: [ACARA v9 official workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), [ACARA English](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english), [AERO Teach explicitly](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly) and [AERO Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress). External rights remain separate. Original passages and prompts are CC BY 4.0 as described in the [pack guide](README.md).