# Teacher-only checks, keys and next moves · English Days 125 and 130

Keep these exact stories/items out of child view until the named day. A child can listen with transcript, tactile frames or image description, then answer privately by pointing, speech, sign, AAC, drawing or child-directed scribing. Read the adult prose aloud. Preserve the child's **first independent** order, words, source clue and any prompt before feedback. Record reading and spelling separately from adult-read comprehension. These samples do not diagnose a learner, certify full code attainment or establish a cultural/digital/physical performance.

## Day 125 · fresh three-frame picture story

**Adult-read, twice:** “Noor made a paper night-sky story for an invented class. In the **first frame**, a small paper star sat on a dark paper sky. In the **middle frame**, a large paper cloud partly hid a new moon picture. A character said, ‘I see it!’ In the **last frame**, the cloud moved aside and the whole moon picture showed. Noor shared the paper frames with one chosen school adult. This is an invented picture story, not a real report about the sky.”

Print and cut the [teacher-only original three-card sheet](heldout-noor-story.svg), then mix cards before child view: **star on dark sky**, **moon partly behind paper cloud with bubble “I see it!”**, **cloud aside, whole moon picture visible**. The intact A4 sheet shows correct order; never show it uncut as the first task. An adult may describe the images before the child orders them if that is the accessible route; log description/support. Ask the child to order beginning/change/ending; retell what changed; point out one thing the **middle image** shows that the speech bubble alone does not; and name the chosen audience from the source. Ask whether the story says the moon is hidden every real night.

**Key:** first star, middle cloud partly covering moon, last cloud aside and whole moon visible. The cloud/moon visibility changes. The middle image shows **a moon partly hidden by a paper cloud**; “I see it!” alone does not identify what “it” is or how much is visible. Noor shares with **one chosen school adult**. No claim about all real nights follows from paper fiction. A child may give another accurate image detail as long as it comes from that described frame, not an invented fact. Credit a coherent voice/AAC/sign/tactile retell; do not score spelling from a scribe.

**Diagnostic next move:** order reversed → two-frame before/after with a different invented object, then three; event clear but ending absent → ask what changed **after** the middle and recheck another story; image/word conflated → hide image, say “I see it!”, then show new image and ask what extra it tells; audience invented as online/public → reread the chosen-adult clause and discuss local consent, then a new audience choice; unsupported sky claim → distinguish pretend picture from observed world. If access to the image description was insufficient, change mode and mark original item **not observed**.

## Day 130 · fresh rule, reason and taught-print check

**Adult-read, twice:** “In a made-up paper game, a visitor marker starts at a square and goes to a circle. Each player gets a turn giving a direction. Before a turn, a player points to the page top so the listener knows which way the map faces. Any player can ask to hear or see the instruction again. A learner said, ‘That lets me check where to go without rushing.’ The group used these rules for the paper game. The story does not tell us a safe route through a real room.”

Ask the child to (1) report one stated rule exactly enough that a new listener could try it; (2) give the stated reason for pointing to page top or allowing a repeat; (3) suggest one clear, fair rule for a **new** paper-marker game with a start and turn; and (4) say what the source does **not** establish. Record source rule separately from child's new proposal. For a peer voice feature under AC9EFLY07, only score if it was actually delivered to a peer by voice; the private/AAC route is valid participation but different evidence.

**Key:** stated rules include start at **square** → circle, take turns, point to **page top before a turn**, and permit a repeat. A source-grounded reason is helping a listener orient/check and join without rushing. A new rule is acceptable if it identifies who can act, what action/route is allowed and a reason that improves safety, clarity or access; it need not match one adult-preferred phrasing. The story cannot establish a real-room safe route or that every group should use identical movement. “Be fair” alone is too vague for a usable rule; ask “What can each player do?”

**Held-out print:** show **pin**, **tap**, **nod** one at a time, no pictures/sentence, in a new order. The short-vowel/single-letter links must be at the child's taught point. With print hidden, dictate **tap** for child-controlled letters/tiles or handwriting. Expected blending/segmentation: /p/ /ɪ/ /n/, /t/ /a/ /p/, /n/ /ɒ/ /d/ in the selected classroom pronunciation; check local accent and never score motor difficulty as sound–letter knowledge. Record independent first sounds, blend, grapheme selection, support and correction. An untaught item is **not observed**, not wrong.

| Evidence seen | Next teaching and fresh recheck |
| --- | --- |
| Repeats a rule but gives no actionable step | Model start/action/turn on a new two-symbol paper game; ask a listener to try the revised rule. |
| Calls a rule fair without a reason | Contrast a rule that excludes a response mode with one allowing it; ask who can now join, then recheck with a new scenario. |
| Omits a source boundary | Practise “this paper story says …; it does not tell us …” using a different made-up map. |
| CVC sound or spelling relation missed | Reteach one sound–letter link explicitly with familiar words, then use a **new** unseen CVC; retain first and revised attempts. |
| Account, reason and print are independently secure | Ask child to compare two possible fair rules for a new paper game and explain tradeoffs; keep routine sound review. |

**Private record:** learner code/date ___; chosen access route ___; Day 125 first frame order/detail/audience/source limit ___; Day 130 first stated rule/reason/new rule/source limit ___; first print blend and child spelling ___; prompt/replay ___; revision ___; next action/recheck date ___. Follow school storage, consent and safeguarding procedures. Do not photograph a child or post work publicly for this check.

Original stories and keys © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. Source and use limits in [README.md](README.md).