# Days 91–100 English check · teacher copy

**Purpose:** make the next lesson more accurate. This is formative evidence, not a diagnosis, a reading-age score, a complete Foundation achievement-standard decision, or a substitute for the locally adopted syllabus. Use the Day 100 block and short private rotations across Days 96–100. Keep these **unseen** items out of practice cards. Note date, first independent response, exact prompt, format and adult assistance. A child may use speech, sign, AAC, pointing, tactile/moveable print, typing or child-directed scribing. If access is absent, record **not observed** and arrange a valid route; do not assign zero.

## A · Fresh adult oral fiction C

> A teacher placed a large paper ring at the top of a short, safe desk ramp. Sol thought it would reach the end. The teacher let it go without a push, and it stopped halfway. Sol said, “I thought it would reach the end. In this try it stopped halfway. Next time I want to ask if a different paper surface changes what happens.”

Read aloud twice; hide adult print. This is **fiction**. Ask: (1) “What did Sol predict?” Expected: reach the end. (2) “What was seen in this try?” Expected: stop halfway. (3) “What is still a question?” Expected: whether changing the paper surface changes movement; it has **not** been tested in this story. Record prediction, result and open question separately. Accept a child pointing to numbered adult-read options or composing with AAC. A claim that the surface *did* change is unsupported.

## B · Held-out print and sound

Present joined words, one at a time, with no picture or adult sentence. These exact words do not appear in the Day 91–99 child cards. The underlying links were taught earlier. Ask “Touch the sound parts, blend, then tell me if the word makes sense to you.” Meaning can be discussed **after** the first read.

| Word | Expected selected sound path | What to note |
| --- | --- | --- |
| **bed** | /b/ /e/ /d/ | Three common single-letter correspondences. |
| **ship** | /ʃ/ /ɪ/ /p/ | **sh** is one sound in this word. |
| **peep** | /p/ /iː/ /p/ | **ee** is one sound in this word. |
| **hay** | /h/ /eɪ/ | Word-final **ay** is one sound in this word. |
| **tell** | /t/ /e/ /l/ | **ll** is one /l/ in the selected word. |

With print hidden, say **bed** and ask for the three sounds in order. Then dictate **bed** for child-controlled letters or tiles. These are different checks: a child may hear the sounds but need a print link retaught. Do not score dialect, motor production or handwriting neatness as sound knowledge.

## C · Fresh sentence and image

Show only **A red cup is on a mat.** and ask for an independent read at the child's taught point. The line appeared in practice, so this is **retention**, not unseen transfer. Then show a new simple original drawing: a red cup sitting on a mat, with a blue box beside it. Ask which words the picture supports and whether the sentence says anything about the box. Expect **cup/red/on mat** supported, **no box claim**. For a nonvisual route, disclose the exact drawing description only **after** the print read. A learner can still compare the two representations through the description; log the route.

## D · Compose, explain and decide

Invite a caption for a child-selected dated sample, or for the supplied drawing if the child declines portfolio sharing. Save the child's first attempt and one edited version. Note separately: (a) idea and evidence match, (b) sentence boundary, (c) phoneme-to-letter choices for taught links, (d) how much the child controlled, (e) oral/sign/AAC explanation. Do not merge the science outcome or mathematics score into the English result.

| Evidence state | Next teaching move |
| --- | --- |
| Child identifies a prediction as an observed result | Use two adult-read, labelled cards and ask for the exact story sentence that supports each; retry with new fiction next day. |
| One taught team is misread in two first attempts | Model that team with 2–3 selected words, guide one, then check a fresh word after a delay. Keep other links moving. |
| Child reads words but cannot explain picture/source boundary | Read a short oral account, hide it, then compare one explicit fact and one guess; allow a nonvisual description. |
| Child gives an idea but print/writing access limits it | Preserve child-directed composition, supply an accessible letter/word route, and assess controlled spelling separately. |
| Child is independently accurate in this sample | Offer a new authentic or decodable text at the child's taught point and a more precise reason; keep daily review. |

**Record template:** learner code ___; date ___; route ___; adult text prediction ___, observed result ___, open question ___; first held-out reads bed ___ ship ___ peep ___ hay ___ tell ___; oral bed ___; spell bed ___; sentence/meaning ___; child idea ___; exact prompt/help ___; next move ___; recheck date ___. Store identifiable records only in the school's approved private system.

The print and adult texts are original SubjectNest work, © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Proposed ACARA v9 Foundation links are in [README.md](README.md). Human educator, accessibility and local-syllabus review are pending.