# Teacher copy · response key and next teaching · Foundation English W31–32

Use after the [fresh-check first response](ASSESSMENT.md) 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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