# Teacher-only fresh checks, keys and next moves · English Days 135 and 140

Keep exact sources, print and keys away from learners until the named day. Adult reads prose aloud and describes objects/images through the child's agreed access route. Save **first independent** answer, then any replay, prompt and revision. A fictional source protects privacy; no peer interview or family story is required. A child may pass on a real question. Print, sound/letter, oral comprehension, source attribution and composition are different evidence columns.

## Day 135 · a fresh informative card

**Prepare unseen:** Cut two clean large card pieces with aligned bases: a **short smooth square, 9 cm high**, and a **tall ribbed rectangle, 14 cm high**. Make the ribs with broad safe raised paper strips; give nonvisual description/touch only as preferred. Put adult-read labels under them: **“smooth card square”** and **“ribbed card rectangle.”** No mass or strength result is given. Use safe broad pieces with no loose tiny parts; if a learner cannot access the material, present equivalent tactile/described cards and log the route. Do not show the setup or words before Day 135.

**Adult says:** “This invented display shows a smooth card square and a ribbed card rectangle. Their bases line up. The rectangle is taller in this pair. Nobody weighed or pressed either piece.” Ask (1) which piece is taller **in this pair**, (2) which property the adult-read labels add beyond a flat outline, (3) whether one is heavier, and (4) one accurate short label the child could make or direct. Ask child to separate a fact from a question to test. An adult may offer the two possible picture/object choices, but does not select for the child.

**Print check:** Privately show **peg**, **rag**, **bun** in mixed order with no image, only if their single-letter links are taught. With print hidden, dictate **hem** for sound boxes/tiles/writing. These four exact items are absent from earlier Foundation English pack text and from this fortnight's teaching pages; teach meanings after first blending if needed. Expected /p/ /e/ /g/, /r/ /a/ /g/, /b/ /u/ /n/ and /h/ /e/ /m/ in the locally used English pronunciation. Record oral phonemes, chosen graphemes and motor support separately; do not equate unfamiliar vocabulary with decoding difficulty.

**Exact key:** Rectangle is taller than square with bases aligned; “ribbed” and “smooth” are texture facts supplied by the labels/tactile route. Nothing given establishes mass, strength, every card object's property or best use. Accept a label such as “ribbed rectangle” or an accurate child-selected equivalent; a richer dictated phrase can be composition evidence, not child spelling. A proposal to weigh/press is a *next test*, not a result.

**Next move:** tall/short reversed → align two new broad strips at one base and recheck; caption/picture roles confused → hide image then caption, ask what each adds; “heavier” inferred from height → use a checked direct balance with safe different objects and explicitly record result; broad generalisation → add “these pieces/in this pair”; CVC sound or letter missed → reteach one link with a known word, then new unseen CVC; child idea present but label not edited → save first, let listener ask what object, then child directs revision.

## Day 140 · a new fictional answer to report

**Adult performs two paper roles, twice if access requires and logs repeat:** Interviewer: “May I ask which **paper pointer** you would choose for this invented story board, a circle or a triangle? You may pass.” Fictional respondent Nema: “Yes. I choose the **triangle** for this one board. Its point helps my paper visitor find the next picture.” Interviewer: “Did you say the triangle helps your paper visitor find the next picture on this board?” Nema: “Yes. I did not say it works for every visitor.”

Ask learner to (1) report **who said it**, the exact choice and stated reason; (2) give a neutral follow-up question that the fictional respondent could answer or decline; (3) identify a claim the exchange does **not** support; and (4) direct one shared edit if the adult deliberately writes “Nema chose the circle.” Do not require a real conversation. If a child later delivers a peer report by voice, note that separately from the private AAC/sign route rather than assuming it here.

**Print check:** Privately show **cub**, **rib**, **pod** in mixed order, only at taught single-letter links. With print hidden, dictate **gum**. These four exact items are absent from earlier Foundation English pack text and this fortnight's teaching pages. Expected /c/ /u/ /b/, /r/ /i/ /b/, /p/ /o/ /d/, /g/ /u/ /m/ in the locally used pronunciation. For “cub,” /k/ is represented by `c`; adult can define a young animal **after** the print attempt. Record sound–letter choice, oral meaning and response mode separately.

**Exact key:** Nema chose **triangle** for **this one invented board** because she said its point helps **her paper visitor** find the next picture. She explicitly did not claim every visitor. A neutral follow-up could ask “Which picture did your visitor find?” or “Would you like to try the circle on this model?” with a pass/repeat route. The deliberately wrong “circle” report must be changed to **triangle**. Do not add an unspoken personal preference, disability, actual classroom vote or universal accessibility claim.

**Next move:** exact shape changed → replay the reply, place two picture choices, record new version; source absent → start report with “Nema said…”; reason invented → ask which words actually give the reason, then practise a different fictional reply with no reason; leading question → compare neutral two-choice wording and pass route; unsupported universal claim → contrast “this board” with “all visitors”; CVC gap → explicit one-link reteach then a fresh word, not repetition of scored item; secure report → compare two different fictional sources' answers without collapsing them into a class result.

**Private record:** learner code/date ___; access route ___; first object-source fact/question ___; first interview source/choice/reason/follow-up ___; first print sounds/letters ___; exact adult read/repeat/help ___; child edit ___; next lesson/recheck ___; any actual peer voice feature observed separately ___ . Store only under school policy; do not capture names, voice, photos or family/location information for this check.

Original checks and keys © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.