These are formative checks, not a Foundation achievement-standard decision, diagnosis or timed reading score. Keep the Day 105 and 110 prompts unseen until use. Record the child's exact first response, the source, any repeated direction, access route and adult help. Record a later revision separately. A child can describe with speech, sign, AAC, pointing plus child-directed adult, drawing or typing. A read-aloud can evidence comprehension and oral direction use; it does not evidence independent decoding. If the offered task is inaccessible, write not observed and prepare another valid route.
Day 105 · fresh descriptive-language check
Prepare three new, large paper outlines, all the same colour: a square with four visibly equal straight sides, an oblong rectangle with unequal adjacent sides, and a circle. Keep them out of the Days 101–104 display. Read, without showing them: “I am thinking of a shape with four straight sides. All four sides are the same length. It has four corners.” Repeat once by the child's agreed route. Ask the child to select one, say or show which clue supports the choice and tell an imagined viewer one accurate sentence about it.
Key: choose the square. “Four straight sides and four corners” alone also fits the oblong rectangle; all four sides the same length narrows this card set to the square. The circle lacks straight sides/corners. A child may call the square a rectangle as a broader category if they also identify the square card and give the equal-side reason; do not mark a mathematically valid classification wrong. The language evidence is whether the child listened to, used and explained exact clues, not whether they can recite a formal geometry definition. After first response, show the alternatives and invite a check. The separate mathematics lessons assess shape sorting and creation more fully.
Day 110 · held-out listening, print and two-step route
Fresh adult card: Draw or make a tactile 2-by-3 paper scene with a star left of a tree, a cup right of the tree, and a box directly below the tree. Keep it covered until the child is ready; it is a made-up scene, not the classroom layout. Place a paper visitor on the star. Say: “First go from the star to the tree. Then go from the tree to the box.” Repeat once by the agreed access route without tracing the path. Ask the child to move/direct the visitor, name the final object and say where it is relative to the tree. Read the labels aloud or use tactile symbols if print labels are inaccessible; this part is listening/route evidence.
Key: first stop tree, final stop box; the box is below the tree in the supplied orientation. The cup is an attractive wrong second stop. A child who reaches the box in one leap has the destination but has not yet shown two linked legs. A child who gives “below” without naming the tree may need an explicit reference prompt. If the map is rotated, describe its orientation consistently before assessing relative position.
Held-out print: Separately show lip, sad, pin, one at a time in changed order, without picture or adult sentence. These words are withheld from this fortnight's learner cards; the underlying common grapheme–phoneme links were taught earlier. Hear the first independent blend, then dictate pin with print hidden and ask for child-controlled letters or tiles. Expected sound paths: /l/ /ɪ/ /p/; /s/ /a/ /d/; /p/ /ɪ/ /n/. Record phoneme sequence, grapheme choice and any prompt separately. Do not confuse motor handwriting difficulty with spelling knowledge; use tiles/digital selection if agreed.
| Evidence noticed | Next teaching move and fresh recheck |
|---|---|
| Shape chosen from one clue only | Present a circle and an oblong; hear two clues, ask which card each clue can exclude, then use a new equal-side square. |
| Named shape but gave no observable reason | Model one “because” statement against a new outline, then ask the child for a different feature on a new shape. |
| Route reached cup or skipped the tree | Use Start/First/Next tactile cards, move through one leg at a time, then recheck a different three-stop paper map. |
| Position word lacks a reference | Ask “Below what?” and move the reference object; recheck a new paired layout. |
| CVC blending/spelling link missed | Reteach the exact sound–letter relation with two familiar words, then use a different held-out CVC word. |
| Accurate and independently explained | Invite a different listener to follow the child's new route or ask the child to compare two valid shape clues; keep ordinary review. |
Private record: learner code ; date ; shape first choice ; exact clue/reason ; route first/second/final ; position reference ; held-out print first blends ; pin spelling route ; adult cue/access ; child revision ; next teaching action ; recheck date . Store under school policy only.
Original checks and keys © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Curriculum links and source limits are in README.md. Educator, access and local syllabus review pending.