# Teacher copy · response key and next teaching · Foundation English W33–34

Use only after a first response to [the fresh checks](ASSESSMENT.md) is saved. This is a component guide, not a pass score, diagnosis, authority approval or measured learning gain. Spoken, AAC, tactile, signed, pointing and dictated meaning routes are valid; log independent reading, spelling, punctuation and peer spoken delivery only when actually observed.

## Day 165 · drawn features and short information page

| Component | Source-faithful response | Next teaching if first response differs |
|---|---|---|
| R details | R has **two straight visible stems**, **four round leaf outlines**, a **triangular pot**. Any two are fine. These are drawing features, not an identified species or real field observation. | Offer a new simple picture with two labelled features; child points to a line before dictating a caption. Reduce choices, then restore. |
| S details/difference | S has **one visible straight stem**, **three pointed leaf outlines**, a **rectangular pot**. A valid difference: R has four round leaf outlines; S has three pointed ones. Pot shapes or stem counts also differ. | Use large paired cards and one feature at a time. Ask “Which visible line tells you?” |
| Page/caption | A faithful example: title “Drawing R”; source “drawing R”; sentence “R has four round leaves.” Or a corresponding accurate S sentence. A spoken/dictated page counts for meaning; adult spelling is marked. | Model title/source/detail with a *different* picture and share-edit one vague sentence into a precise visible detail. |
| Age claim and unknown | More leaves in a drawing **do not** establish that R is older. Age, growth, real existence, location and needs are not shown. A real dated sequence or other trustworthy evidence would be needed. | Put DRAWING SHOWS / STILL UNKNOWN on two broad cards; sort a fresh unsupported inference. |
| Optional CVC | **cab** = /k/ /a/ /b/ in a common Australian pronunciation; **tan** = /t/ /a/ /n/. Look at taught sound–letter links and blend/spell separately; adult articulation/dialect variants are not an error. | If a link is untaught, record not administered. If taught but insecure, reteach that link with different items, then collect another sample. |

## Day 170 · one reported design comparison

| Component | Source-faithful response | Next teaching if first response differs |
|---|---|---|
| Same/change | The **same large paper star** was used. Pocket material/construction changed: thin wrapping paper versus folded card. The account does not say all dimensions were the same, so do not claim a fully controlled test. | Use SAME / CHANGED / NOT REPORTED cards with a different two-try paper story; refuse invented control details. |
| Reported results | In this **one fictional report**, thin-paper pocket opened with the star; folded-card pocket stayed closed for **five slow counts** with the same star. No heavier star or other shape was tried. | Point to the exact sentence for each result, then distinguish it from a prediction about a new star. |
| Better explanation | **B** is bounded and cites each reported result and unknown. A's “always” and “every object” exceed evidence; “looks thicker” alone does not establish safe performance. | Underline a scope word in a new overclaim and replace it with “in this one reported test”. |
| Further test | A safe paper question could ask whether the folded-card pocket stays closed for five counts with a different broad paper star, or with a different shape. Keep all untested outcomes unknown. A real school trial needs local safe materials and a recorded result. | Use WHAT CHANGE / WHAT KEEP / WHAT CHECK to form one specific next question; avoid giving a forecast as a result. |
| Short sentence | Accept “In Malo's report, the folded-card pocket stayed closed for five counts with the paper star” or another true bounded sentence. Mark child-selected content, capital/stop, spelling and adult dictation separately. | Let child state one supported idea first; share-edit a sentence stop or add “in this report” without writing a whole substitute answer for them. |
| Optional CVC | **hog** = /h/ /o/ /g/; **fib** = /f/ /i/ /b/ in a common Australian pronunciation. Note any dialect vowel variation rather than scoring accent. | If untaught/familiar, document not administered or a new taught-point substitute. Recheck with different content after teaching. |

**Next step:** Choose one 3–5 minute skill lesson based on the actual component, then sample with different material another day. A school judgment uses multiple pieces of evidence and its local standard. No family note should turn one short response into a label about a child.

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