Review date: 29 September 2026. This is a desk simulation and file/render check, not a class or family field trial.
Teacher: choose the sequence and run the clock
I started with the Week 1–2 prior-code list, then selected a school route for Day 16. With ck next, I prepared a joined ck tile, modelled back as /b/ /a/ /k/ in three boxes, used a Day 16 A context, and kept the B card out of the learner print. With a different school order, I used the complete B ship/chip contrast and B sentence cards, with no ck exposure. Each daily script adds to 3 + 5 + 7 + 7 + 3 = 25 minutes. The three contexts are alternatives, not three required activities in one slot. I would observe a focus group at exit and review collected cards later; interviewing a full class in three minutes is not plausible.
Learner: meaning and safe error correction
In a simulated Day 15 check, a learner reads chum as if it began with /sh/. I record the exact attempt, teach the contrast after scoring with ship/chip, and later test a different ch word. I do not silently read the held-out word for the learner or label the learner. The adult reads the microstory; a child can retell its problem with picture cards even if decoding is still developing. That retell is listening comprehension, separately recorded.
For a simulated Route A Day 20, a learner reads peck correctly but writes a final /k/ with one letter in the dictated word. I credit decoding, mark encoding as needing teaching, revisit the joined ck tile after scoring, and schedule a new word later. A second learner repairs the name capital and full stop but cannot explain the actor/action; the next lesson uses meaning tiles, not another punctuation drill. These decisions use the teacher key, which is kept from the student checks.
Home: no purchase and no invented family requirement
An adult reads a selected context and the original story aloud. The child reads only one controlled line using the sounds actually taught, then points, signs, speaks or arranges objects to show meaning. A pencil and scrap paper suffice; no app, printer, recording or family disclosure is needed. If the adult supplies a sound or whole word, that help is welcomed and logged, rather than counted as independent print reading.
Funder and rights: inspect the evidence without overclaiming
Open README, inspect the two route rules, one student practice card, the separate teacher key, exact ACARA crosswalk and source/rights ledger. The original A4 PDF was rendered to an image and visually checked for readable black text, open writing areas, margins and clipping; the selectable text/tactile route carries every prompt. The hash manifest and read-only verifier protect the handoff. The actual claim supported is a reproducible, original two-week draft with controlled child-read text and a route choice. There is no evidence yet of student outcomes, full-year coverage, translation accuracy, state compliance or classroom uptake.
Corrections made during review
- Separated adult-read prose from child-read controlled lines, and teacher keys from both learner packets.
- Kept Day 15 and Day 20 word items absent from prior modelling and practice, so transfer is not simple repetition.
- Gated
ckby the school's actual sequence and supplied five full cumulative days when it is not next. - Treated sentence marks and meaning as related but distinct checks; a neat full stop alone does not prove sentence understanding.
- Avoided equating an access response or adult-scribed rich sentence with independent phonics evidence.