Use only after saving the child's first independent response, mode, exact adult prompt and rereads. This is a small formative check, not a whole-standard judgment. The unseen source and prompts remain teacher held until use. Adult-read text is listening/viewing evidence; CVC, capital/punctuation, shared edit and peer voice need their own observed evidence.
Day 185 · fictional theatre-prop inventory
| Prompt | Source-supported response | Notice / next move |
|---|---|---|
| Most? Clue? | MASK has five symbols/cards, FLAG three and DRUM one; five is greatest. Child cites MASK row or one-to-one count. | If child points to largest drawn shape, return to “one symbol = one card” and recount two rows, then use a different example. |
| DRUM and symbol rule? | One DRUM symbol; one symbol represents one pretend card. | A read-aloud numeral or adult point cannot be logged as child independent label decoding. |
| Different answerable question? | Examples: “How many FLAG cards?” → three; “How many cards altogether?” → nine; “Which row has fewest?” → DRUM, one. Child locates an appropriate row or all rows for total. | If question is “Why is MASK best?”, ask “Best for what?” and note that counts alone cannot answer. |
| Do all children like MASK? | Cannot tell. It is a paper-card inventory with no children's choices. | Do not gather classmates' private likes merely to make the task work. |
Next lesson from evidence: If one-to-one counting was difficult, use broad counters and one marked position per counter with a new invented inventory. If the count was right but the question blurred source and opinion, sort two answerable and two needs-other-evidence questions. If the child cited the row and an unknown clearly, invite a two-sentence report with a clue. Do not infer number standard mastery from this English check alone.
Optional print key: sub = /s/ /u/ /b/; gas = /g/ /a/ /s/ in the teacher's taught accent/sequence, with conventional letter order s-u-b / g-a-s. Treat grapheme choice and blending as observed only when taught and child-selected. Different accent/vowel realisations, speech access, dialect and child communication mode require local judgement; if correspondence not taught, NOT ADMINISTERED. Do not score rich source vocabulary as child decoding.
Day 190 · mock paper-position diagrams
| Prompt | Source-supported response | Notice / next move |
|---|---|---|
| What is drawn? | MOCK DIAGRAM 1 places a disk at the top of the sloping line; MOCK DIAGRAM 2 places a disk at the bottom. They are pictures. | If “it rolled” appears, ask what marks show movement; no arrows, trial or time were recorded. Keep first response. |
| Unsupported draft? | Rolled, a real before/after sequence and two seconds are all unshown; even one identified issue is useful initial evidence. | Avoid teaching that different position drawings alone prove motion. |
| Revision and unknown? | “Mock diagram 1 draws a disk at the top of a sloping line. Mock diagram 2 draws a disk at the bottom. We have not observed it move or timed it.” Any short source-bounded equivalent earns credit; no fixed wording required. To claim a real roll, a safe actual observation, object identity, start/end and timed record if duration is claimed would be needed. | Adult scribe exact words. A revision that says only “the disk moved” still overclaims. A one-position caption can be a partial response. |
| Safe future question? | “If we move a broad paper disk along a drawn line, where does it end?” or “How could we record the start and end?” accepted as a plan. | A proposed trial is not an observed trial. Teacher approves any future materials and access. |
Next lesson from evidence: If the child described the pictures but retained a real motion claim, sort drawing/observation cards with a new paper case. If the child held time uncertain but omitted source, practise “The drawing shows…” captions. If the child revised and named needed evidence, invite a safe paper investigation plan and record only what is actually done later. Do not claim Science achievement from an invented diagram.
Optional print key: hip = /h/ /i/ /p/; tug = /t/ /u/ /g/ in the taught local accent/sequence, conventional letters h-i-p / t-u-g. Check each grapheme and local familiarity first. A verbal spelling after the printed form remains visible is copied print, not print-hidden sound-to-letter selection. The meaning check and print check are separate.
Record template: Day; source access (picture/linear/tactile); adult read/reread exact count; prompt/clarification; first child response verbatim or exact AAC/sign/point selection; independent clue; later feedback/revision; optional print item/taught-point/response or NOT ADMINISTERED; next lesson choice. No name or personal detail is needed on a public specimen. Original SubjectNest key © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.