# Separate teacher key · Days 195 and 200

This key is publicly reusable by educators but held apart from learner cards until an individual's **first independent** response is saved. It supports a next teaching move, not a single-score judgment about a year. [Fresh sources and prompts](ASSESSMENT.md) are teacher held. Attribute adult reading, modelling, scribing, prompt and reread; never recode those as independent child reading or writing.

## Day 195 · desk-card kit

| Prompt | Source-supported answer | If this is hard, next teaching move |
|---|---|---|
| Audience and purpose | New pretend visitor or consenting real person; the guide helps them set up and return broad paper BAG/PENCIL/BOOK cards. Child may choose private mode. | Revisit who an instruction is for using a different paper kit, then ask what the audience needs to know. |
| Ordered explanation | BAG at left, BOOK at right, PENCIL between, then name the left and right cards and return all three to the DESK pocket. Equivalent spatial language after agreed orientation is accepted. | Use broad labelled positions and a new three-step sequence; ask the child to direct adult placement before explaining orally/AAC. |
| Repair vague draft | Replace “things/on it/away” with at least one concrete named card/position/pocket; a fuller repair names all. | Show an adult following the vague phrase in two different ways, label it MODEL, then invite the child to make one detail precise. |
| Fictional question and answer | The visitor's “Which card is on the left?” is **MODEL, not actual listener feedback**. Answer BAG from the source. | Keep MODEL and ACTUAL columns separate in a new paper scenario. If a real listener did respond locally, retain their exact words separately. |

**Optional print key:** **rag** maps /r/ /a/ /g/ and r-a-g; **dim** maps /d/ /i/ /m/ and d-i-m under the locally taught accent/sequence. Check correspondences and prior familiarity before administration. Note spoken articulation/access separately from letter–sound selection. A copied word with print visible is not the print-hidden sound-to-letter attempt. Mark NOT ADMINISTERED when untaught or unsuitable.

## Day 200 · story, sign and sample record

| Prompt | Source-supported answer | If this is hard, next teaching move |
|---|---|---|
| Text purposes with clue | Sol text is an **imagined story** with a character, problem and ending. POST DESK block is a **functional sign** with numbered directions and an imperative. | Sort a fresh short story and direction card, citing event/step clues; adult-read meaning is fine. |
| Retell | Problem: broad zigzag-mark card slipped under mat. Action: Sol looked beside box, lifted mat, found card, clipped it to envelope and put drawing inside. Ending: pretend post ready. Minor wording changes okay; a different invented ending is labelled adaptation, not source retell. | Rehear four short panels; use beginning/problem/action/end cards and keep first response visible. |
| Sign vs event | The sign tells how someone **could** use a paper desk; it does not show Sol did those steps or that a real child used it. The story says what Sol did in fiction. | Compare “do this” with “Sol did this” in a different low-stakes text pair. |
| Work sample attribution | A dated record might show “I identified the sign from its numbered steps; adult read both sources; I answered by AAC/point/speech.” Actual child contribution and adult help are named. One check does not establish a year's progress. | Prompt a choice of one actual response and one specific next try. If earlier samples are absent, record NOT AVAILABLE rather than inventing change. |

**Optional print key:** **nut** maps /n/ /u/ /t/ and n-u-t; **cob** maps /c/ /o/ /b/ and c-o-b under locally taught correspondences and accent. As above, use only where taught and locally fresh, and log any adult support. Rich story/sign words are adult-read and are not independent child decoding evidence.

**Handover record fields:** date/source; what child saw/heard/read; exact first response and mode; adult prompt/reread/scribe; child-chosen letters/capital/stop if any; actual listener feedback or MODEL/NONE; revised response; next teachable move; missing evidence explicitly missing. The public pack contains no identifiable child record. Original SubjectNest key © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).