Two-week English evidence check | Year 1 English · T1 W1–2 · Assessment

Use alongside daily observations, not as a high-stakes screen. Distribute across Days 5 and 10 if stamina or access warrants. Record whether the learner heard the teacher say the word, saw a printed word, used letter tiles, received mouth cues or had a sentence read aloud. Score each item 0 not yet with access available, 1 correct after a prompt/model, 2 independently; a /16 sum is a planning aid, not an attainment label. Check the pattern across phoneme awareness, decoding, encoding, comprehension and composition. Work with the school's EAL/D, hearing and access guidance when interpreting responses.

Item	Prompt	Key	If not yet
1	Say `ship`. “Tap every sound.”	3: /sh/ /i/ /p/	Contrast 1 sound/two letters in sh using one box.
2	Print `fish`. “Read it, then point to the sh letters.”	fish; final sh	Model blending then try fresh `dish`.
3	Dictate `chat`; learner builds/writes.	ch-a-t, 3 phonemes	Teach ch as one phoneme, check short a separately.
4	Say `stop`. “How many sounds? Build it.”	4; s-t-o-p	Stretch /s/ /t/ orally without adding vowel.
5	Dictate fresh `lend`; learner builds/writes.	l-e-n-d, 4 phonemes	Compare oral /l/ /e/ /n/ with /l/ /e/ /n/ /d/, so both final blend sounds are heard.
6	Learner reads previously unseen but controlled `Stan can chat.`	Stan /s-t-a-n/; can; chat /ch-a-t/, meaning retained	Work at earliest error, then re-read; note support.
7	Teacher reads story: “What did Mara mark, and why?”	a starting line, to make another try easier to compare; equivalent evidence-based answer	Re-read relevant sentence, ask child to point/show sequence.
8	“Make a sentence about a character/toy. Reread it.”	A meaningful who/what + action; learner verifies sense. Note capital/full stop for written mode separately.	Model one oral sentence, then have child generate different one via chosen mode.

Interpretation and next lesson: A 0/1 in Items 1–3 calls for phoneme–grapheme reteach and a fresh sh/ch transfer; Items 4–5 call for blend segmentation, distinct from digraphs. Item 6 may reflect print tracking, word code or sentence meaning—observe which. Item 7 is listening comprehension and must not be scored as decoding. Item 8 is composition, with adult-scribing noted. Two secure encounters with a target in different words/texts are more informative than repeating one memorised card. Move on to the school's next graphemes only when the learner has a workable bridge from the current pattern, while maintaining access to rich oral language and literature.

Fresh transfer key: shut = sh-u-t (3); chin = ch-i-n (3); stun = s-t-u-n (4); hand = h-a-n-d (4); P8 question “Where is the fish?” → in a dish, after a/is were taught or supported. Do not score a learner's unfamiliar dialect pronunciation as a spelling failure without checking the print and phoneme target.

Record: learner ID (school-managed) ; date ; items ///////; response mode ; supplied text/audio/visual/tactile support ; strongest evidence ; next teaching ; fresh recheck date ___. Store under school policy.