Use after the fresh-check first response is saved. This is a component-level guide, not a pass mark, diagnosis, approval or evidence of learning gains. An adult read-aloud supports listening comprehension; it is not independent reading evidence. A child can be accurate with a nonspoken mode. Spoken-to-peers and writing codes need those actual actions, not an inferred substitute.
Day 155 · text forms
| Component | Source-faithful response | Next teaching if the first response differs |
|---|---|---|
| Story and clue | The book tells Elin's event: paper kite, loose tail strip, asking an adult, strip into tray. Cover/pages and character/event sequence support a story answer. It does not report a real classroom incident. | Use a new three-scene paper story, mark character/first/then, and contrast it with a single direction. Do not disclose the check's answer before recording. |
| Sign and purpose | The sign directs what to do after making: loose strips go in the wide scrap tray; ask an adult before scissors. A sign is informative/directional here. | Cover its image, read the words, ask “When? What action?” Then use a different safe sign. |
| Paper screen convention | The mock screen offers labelled choices and a Next frame; Back returns to Frame 1. Both choices lead to the same general Frame 2. It is paper, records nothing and needs no photo/name. | With two broad cards, child directs Next then Back; verbally compare with a fixed sign. Do not teach a device operation the mockup cannot perform. |
| Word-image contribution | Picture helps locate strip/tray; words supply timing and the scissors safety request. The arrow alone does not say “ask an adult”. | Use a new illustrated sign with one piece of information only in words; read alt description, cover/reveal parts. |
| Bounded meaning | The book says neither that the kite flew nor that the tail strip was repaired. Elin placed the loose strip in the tray. | Place “text says” and “I wonder” in two broad areas; ask for the exact sentence. Predictions remain welcome when labelled as predictions. |
| Optional CVC | cob blends /k/ /ɒ/ /b/ in a common Australian pronunciation; nip /n/ /ɪ/ /p/. Dialect/accent differences are not errors. In print-hidden spelling, look for taught sound-to-letter choices, not beautiful handwriting. | If oral phonemes are secure but print link missing, reteach the specific taught correspondence and check with a different word. If untaught, record not administered. |
Day 160 · event report
| Component | Source-faithful response | Next teaching if the first response differs |
|---|---|---|
| Who and first | Lila and Sam are named. Four broad paper flags were on a pretend parade table first. | Use a different three-card event and separate WHO from FIRST. Adult may reread as recorded access, not a secret hint. |
| Action and stated result | Sam brought three more; seven flags together is stated. This is addition in the fiction, not proof that real class flags exist. | Move four and three broad picture cards, then ask child to retell with action word “brought/added”. Count reasoning is recorded separately. |
| Label and unknown | Lila wrote 7 on a paper label. The account does not say a parade happened. | Contrast a reported action with a likely but unstated event using TEXT SAYS / STILL UNKNOWN. |
| Short report | Accept any faithful one- or two-sentence version, e.g. “Sam brought three paper flags. Seven flags were together.” Child-chosen sentence boundaries or letters are logged; adult supply is marked. | Let the child compose one true idea first. Share-edit for meaningful detail and one sentence stop, saving first and revised versions. |
| Answerable question | Examples: “What if we added one more flag?” or “Would the group still be seven if one were moved away?” Child need not solve it here; a question about the fictional parade actually occurring is also answerable only with new evidence, not the current text. | Offer “What could we count or see?” and form a question about a new broad-card model. |
| Optional CVC | fed = /f/ /e/ /d/; lug = /l/ /ʌ/ /g/ in a common Australian pronunciation. Observe taught-point blend and print-hidden sound-to-letter attempt separately. | Document untaught/familiar items as not administered; reteach the missing link and recheck with different fresh content. |
Decision move: Choose a 3–5 minute follow-up for the specific observed component, then collect a new sample on another day. Several samples and local standards are needed for a school judgment. A family-facing note can name what the child did and one next step, without a score or deficit label.
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