# Teacher held · Foundation English Days 145 and 150

**Keep this page and the [key](TEACHER-KEY.md) away from learner cards.** Both sources and print items are new relative to this pack's teaching pages and the prior Foundation English teaching corpus at authoring. Use in a quiet, familiar setting. Show/describe images equally without signalling an answer. Permit hearing, text, tactile beat boxes, sign or AAC access; record which route was used. Save the first independent response verbatim, any exact prompt, adult reading, dictated spelling and later revision. A pass or pause is allowed. Do not call either short check an achievement-standard judgment.

## Day 145 · new poem and phonology

Read aloud without beat gesture:

> Lee made a paper moon.
> Tap, tap, tap; wait.
> “I will show it soon,” said Lee.
> Tap, tap, tap; wait.

Do not let the child view the printed poem if the task is to hear rhyme. Then give three blank broad beat boxes and a fourth rest box (or a tactile/visual equivalent). Ask, in order:

1. “Show the sound-and-wait pattern you heard.” Do not count it for them.
2. “Which two words at the ends sound alike?” Reread the source once on request and log it.
3. “Which two words begin with the same sound?” Accept two source words, not necessarily printed.
4. “What did Lee make, and what does this poem **not** tell us about anyone watching?”
5. At the child's taught point only, show `dim` and `ram` separately with no picture. Ask for sound-to-print blending; then hide print and dictate one. If the required correspondences are not yet taught, mark **not administered** and substitute a documented taught-point item, never a failure.

This is an oral poem plus optional print check, not a test of singing, rhythm reproduction by body movement, or creative art quality.

## Day 150 · new design account and sentence

Adult read, no model demonstration:

> Noor folded a paper bridge for a broad paper bus. The bridge fell when the bus touched it. Noor added a second folded support. On the next try, the bridge held the same paper bus for three slow counts. Noor wondered whether it would hold a longer paper bus.

Offer a neutral before/after diagram showing one support then two supports, with no success tick. Child may direct placement of three plain picture cards. Ask:

1. “What was the first problem?”
2. “What did Noor change, and why did Noor try that change?”
3. “What happened on the second try? Say what this one test shows, without saying every bridge will work.”
4. “Ask one question we could test next with safe paper materials.”
5. Invite a short voice/AAC/mark/dictated sentence: **I changed ___ because ___**. If child chooses a different true wording, accept it; record adult supplied words separately. Show `bop` and `pup` only at taught point, without a picture; ask one blend and one print-hidden sound-to-letter attempt.

Only after the first record may the adult point out a mismatch and invite a revision. That revision is useful teaching evidence but does not replace the initial response. The Week 30 physical bridge work uses different materials and is not scored as a repeated Day 150 attempt.

## Recording grid, one row per component

| Day/component | First exact response and mode | Independent / reread / prompt / adult scribe | Source detail or print link actually observed | Next teaching date |
|---|---|---|---|---|
| 145 sequence and oral rhyme/start |  |  |  |  |
| 145 bounded comprehension |  |  |  |  |
| 145 optional taught-point blend/spell |  |  |  |  |
| 150 problem/change/reason/result |  |  |  |  |
| 150 next question and composed sentence |  |  |  |  |
| 150 optional taught-point blend/spell |  |  |  |  |

Original SubjectNest check and fictional texts © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. [Curriculum/source ledger](CURRICULUM-CROSSWALK.md); local educator and accessibility review pending.