Teacher copy… | Foundation English · T4 W35–36 · Teacher key

Use after the first response to the fresh checks is saved. This is a component-level next-step guide, not a pass mark, diagnosis, state approval or learning-impact claim. A child may show meaning through AAC, sign, point or adult-directed shapes; spoken-to-peers, independent decoding and child-selected spelling must be recorded only when actually observed.

Day 175 · shared paper shelf

Component	Source-faithful response	If first response differs, teach next
Two wants	Nell wants to lay out four paper fossil cards on the wide paper shelf. Orin wants to lay out one wide paper map on that same shelf. Neither is said to deserve it more.	Use two broad character/object cards with a different shared-place fiction; ask for each source line before choosing a plan.
Request, reason, reply	Nell asks “Could we put both on it?” Orin acknowledges Nell and says the map needs the full width; Orin proposes cards first, then map. Exact wording can be paraphrased faithfully.	Sort ASK / REASON / OTHER VIEW from a new short dialogue, then model an AAC or spoken reply.
Proposed try and result	They agree to try cards first, then map and ask whether each display was seen. The text ends before any display is tried. Success, audience response and feelings are unknown.	Place proposed and observed in separate areas. Ask what someone affected would need to report after trying.
Respectful revision	Accept many replies, e.g. “I hear that the map needs width. Could we use another broad shelf for my cards if the turns do not work?” The child does not have to agree to a proposal; a safe alternative or request for adult help is valid.	Offer a new fictional conflict with two plausible needs. Rehearse a request plus reason and a listening phrase; do not force a social script.
Optional CVC	ban = /b/ /a/ /n/ and dab = /d/ /a/ /b/ in common Australian pronunciation. Record taught links, blend and print-hidden letter choices separately; dialect variants are not scored as errors.	If untaught/familiar, record not administered. If a taught link is insecure, teach it with different items and gather a later sample.

Day 180 · six-shape strip and instructions

Component	Source-faithful response	If first response differs, teach next
Repeating part	square, triangle, triangle appears twice. The next three, if continued, are square, triangle, triangle. A tactile/text explanation is as valid as moving cards.	Bracket the first three and compare with the second three on a different broad strip; then ask for the smallest repeated part.
Instruction A	It names one square, two triangles, then repeats those three once; a listener can build the six-tile sequence if they know the shape words.	Mark MATERIALS / STEP 1 / STEP 2, have an adult follow a different instruction, then compare to source.
Instruction B's gap	“Near a square” does not identify which square or where. It may be reasonably interpreted in more than one way.	Give a new ambiguous paper direction and ask what two decisions the listener must still make.
Repair and check	“Put a circle below the first square on this upright page” is one good repair. “To the right of the second square” is also valid if a child specifies orientation and can point to that square. Check by asking a listener to place a broad circle and comparing with the intended position.	Prompt “Which shape? Which one? Where relative to it?” Reduce to two choices, then fade help.
Optional CVC	bid = /b/ /i/ /d/; pop = /p/ /o/ /p/ in common Australian pronunciation. Keep sound, letter and meaning rows separate.	If untaught/familiar, document not administered or substitute an equally new taught-point item; then teach/recheck a specific link.

Decision rule: Plan a 3–5 minute explicit follow-up for the component actually seen and gather a different sample later. A short check cannot settle social fairness, broad English proficiency or a mathematics achievement-standard judgment. Share a family note about what the child did and a next opportunity, without a deficit label.