# Learner check sheets · hold until Days 15 and 20

**Adult reads all instructions and the short stories aloud.** Only the lines labelled **Child reads** are controlled print. These checks are formative; they are not labels of a child or a claim of full Year 1 achievement. The adult records the child's exact word/action and whether a sound, meaning, letter or sentence was prompted. A learner may point, sign, use AAC, say, arrange tactile letters, write, type or direct an adult. Keep the adult's aid separate from independent evidence. Do not practise these cards in advance.

## Day 15 · Week 3 held-out check

**Adult says:** “Look at all the letters in each new word. Read each word, then show what it could mean. I can explain the meaning *after* you try the print.”

1. **Child reads:** `wish`   My response: ____________________
2. **Child reads:** `chum`   My response: ____________________
3. **Adult dictates an unseen word from the teacher sheet.** Child builds/writes it here: ____________________
4. **Child reads:** `Chad can mend.`   Who can mend? ____________________

**Adult reads the new story aloud, not as a decoding item:** Jo made a paper label for the class puppet box. Its first writing was too small for some friends to see. Jo added a larger shape beside the words and tried the label again. The group found the box, then wondered whether a different place for the label would help even more.

**Child retells:** First, the problem was _____. Next, Jo _____. One question I have is _____. The adult may show two blank event cards; record that support.

## Day 20 · Week 4 held-out check

**Adult marks the chosen route:** A (`ck` explicitly taught) / B (cumulative taught patterns). Only show the matching route. Do not let the child see the other route if it contains untaught code.

### Route A · `ck` taught

1. **Child reads:** `luck`   My response: ____________________
2. **Child reads:** `peck`   My response: ____________________
3. **Adult dictates an unseen word from the teacher sheet.** Child builds/writes it here: ____________________
4. **Child reads:** `Sam can pick a sock.`   Who can pick? ____________________
5. **Repair this printed message:** `tim can pick`   My edited message: ____________________

### Route B · cumulative `sh/ch/st/nd`

1. **Child reads:** `mush`   My response: ____________________
2. **Child reads:** `much`   My response: ____________________
3. **Adult dictates an unseen word from the teacher sheet.** Child builds/writes it here: ____________________
4. **Child reads:** `Sam can bend.`   Who can bend? ____________________
5. **Repair this printed message:** `stan can mend`   My edited message: ____________________

**Adult reads the same new story to either route, not as a decoding item:** The class made a paper road with two turns. Ira put a block near the first bend. A toy bus could not pass. The group moved the block away and tried again. This time the bus reached the finish. Ira wrote a new rule for their model: check the path before starting.

**Child retells:** What stopped the bus? What changed? How did they know the new path worked in this *imagined* story? My response: ____________________. A picture or token model may be supplied; record the support. Do not treat this fictional result as a real experiment.

**Reuse:** Original SubjectNest learner checks © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source and mark changes.