# Two-week English evidence check

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](aids.md#original-teacher-read-story-the-ramp-test): “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.

Original assessment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. ACARA source and separate rights in [README](README.md). Educator/EAL/D review pending.