Use only after a first response to the fresh checks has been captured. This is a component-specific interpretation aid, not a pass mark or a broad curriculum certification.
Day 145
| Component | Source-faithful response | If the first response differs, teach next |
|---|---|---|
| Beat/rest | Three taps, then one wait/rest; sequence repeats. Physical performance is optional. | Lay three large tokens then an empty fourth space; child directs adult, then transfer to another three-one example without rereading the check. |
| Heard rhyme | moon / soon share the final sound sequence in the spoken poem. |
Use two spoken familiar pairs without print; contrast same ending sound versus merely sharing a topic. Avoid scoring dialect difference as error. |
| Shared start | made / moon begin /m/. |
Give two oral words with a clear common initial phoneme, then one distractor. Record language/dialect and hearing/access route. |
| Meaning | Lee made a paper moon and says it will be shown soon. The poem does not state how a watcher felt or whether anyone liked it. | Reread the exact line, place “text says” and “I wonder” in separate boxes, then use a different tiny poem tomorrow. |
| Optional CVC print | dim = /d/ /i/ /m/; ram = /r/ /a/ /m/. Child may blend one or both; dictated spelling checked sound by sound. |
If oral sounds are secure but print is not, reteach the specific grapheme–sound link using taught examples, then check with a different word. If an item was untaught, record not administered. |
Day 150
| Component | Source-faithful response | If the first response differs, teach next |
|---|---|---|
| Problem | The one-support paper bridge fell when the same broad paper bus touched it. | Give before/problem/change cards without an outcome; have child sequence them before revisiting a new story. |
| Change and reason | Noor added a second folded support after the bridge fell. A reason may be phrased as trying to help it hold the bus. The source does not prove the added support alone caused success. | Link a real stated problem to one change with a neutral because frame; do not supply an invented test. |
| Observed second result and limit | In this one fictional test, the bridge held that paper bus for three slow counts. This says nothing certain about a heavier/longer bus or every bridge. | Put “this bus, this test” on a card and contrast with an unsupported “all” sentence. Use a different practice case. |
| Next question | “Would this bridge hold a longer paper bus for three counts?” is answerable with a safe comparable test. Other safe, specific questions are acceptable. | Ask “What could we change? What would we keep the same? What would count as holding?” Choose one question together. |
| Composed explanation | A source-bounded version: “Noor changed the bridge because it fell when the paper bus touched it.” Child's own sentence with change plus observed reason is valid; adult spelling and scribing are marked separately. | If “because it is best,” request the source/test behind “best.” Model one evidence phrase in a different story, then prompt less. |
| Optional CVC print | bop = /b/ /o/ /p/; pup = /p/ /u/ /p/. |
Analyse first independent blend/spelling by phoneme; use a different taught-point pair after explicit correction. |
Response decision: A child may show secure oral pattern and developing print, or a strong design explanation with a language/access prompt. Plan the next 3–5 minute explicit lesson for the component observed, offer another chance with different content, and bring several samples to the school's assessment process. Share any family-facing note without a deficit label or hidden score.
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