# Teacher copy · response key and next teaching · Foundation English W29–30

Use only after a first response to [the fresh checks](ASSESSMENT.md) 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.

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