Teacher-only key and next… | Year 1 English · T1 W5–6 · Teacher key

Keep this file off learner printouts. Use learner checks only at Days 25 and 30. Record each subskill as independent / prompted (name prompt) / not observed; a single total does not diagnose a reader. Check the school's actual phonics progression before Route A. A correct oral meaning after an adult supplied the printed word does not count as independent decoding. A child-directed scribe can show composition, but note separately any adult spelling or sentence wording.

Daily response keys

Day	Three core lines: exact printed meaning, in order	Oral/literature/writing signal	If missed, next move
21	Meg mends a net; Ben taps a tin; map in bag. A: Sam packs a sack.	In heard story, first sign faces model wall; intended reader cannot see it.	Rebuild first-to-last grapheme track; retell with sign/visitor objects.
22	Red cap on mat; Pat sits on rug; van stops. A: Pat picks a rock.	Heard story: sign turns towards model door and is tested with a second paper figure; colour not stated.	Reread turning paragraph; contrast stated detail with an invented one.
23	Bus stops then Pat steps; fish in tub and Ben sits; Dot chats and Meg naps. A: sock in bag, Tim packs.	Two stops mark two ideas; do not infer actual bus route or live fish.	Place a tactile stop tile and one action token per sentence.
24	Meg shops/Ben mends bag; ship on mat/Pat taps; dog hops/Dot stops. A: duck sits on dock.	Child makes own one-idea sentence and rereads for capital, spaces, full stop; prompt log.	Actor/action oral rehearsal, then child-directed rewrite; avoid adult composing it.
25	Lid on pot/Ben sits; Pat stands/Meg chats; hen in pen/Dot taps. A: Meg packs sack/Ben sits. Practice after check only.	Use held-out key below.	Target exact failed sound, meaning or composition component.
26	Cat hops/dog sits; Meg mends bag/Pat steps; van stops/Dot stands. A: duck hops on rock.	Heard story: Ada/Neri characters; imagined art room setting; missing middle is event/problem.	Sort person/place/event cards; reread middle paragraph.
27	Pat taps tin/Ben chats; fish in tub/Meg sits; Dot shops/map in bag. A: Pat checks map/Meg sits.	Ada's guess changes because the middle picture is found under table; proposed other middles are inventions.	Compare “first guess” and “found picture” cards with textual clues.
28	Ben stops/Meg stands; dog on mat/hen in pen; Pat mends net/Dot taps tin. A: sock on mat/Dot packs.	Original one-sentence recount has one complete idea; reread makes an observable revision.	Prompt who/did-what and track before/after change.
29	Map on mat/Pat chats; red cap in bag/Ben sits; bus stops/Meg steps. A: duck on mat/Ben picks sock.	Caption must match invented drawing; do not request real location or home story.	Invite author to change drawing or wording, then check a reader's interpretation.
30	Dot mends net/Pat sits; cat hops/Ben stands; Meg taps tin/dog stops. A: Meg checks map/Pat packs. Practice after check only.	Use held-out key below.	Target exact failed sound, plot step or edit component.

Day 25 held-out key

Route B: dash = /d/ /a/ /sh/ (three boxes); cash = /c/ /a/ /sh/ (three); dictated bush = /b/ /u/ /sh/ → b-u-sh. Line: a short drawn dash is on a map; Ben can sit. Route A: tick = /t/ /i/ /k/ → t-i-ck; lock = /l/ /o/ /k/ → l-o-ck; dictated kick = /k/ /i/ /k/ → k-i-ck. Line: a drawn tick is on a map; Ben can sit. Do not demand prior vocabulary knowledge for dash/tick before decoding; teach meaning after the attempt and record it separately. A learner who maps /k/ with one ck sound box has the relevant concept even if handwriting form needs help.

Heard story: The frame covered the title; Mira moved the title to a wide strip below the frame; afterward a paper visitor could see both. The text gives no colour, actual visitor ability or real location. Any ordered first/next response naming the cover and change is acceptable. For writing, accept a child-created complete idea such as “Mira moved the title.” A richer dictated response is also valid for composition if the scribe preserved child wording. Check initial capital and sentence stop as separate observable parts; do not use the model response as child-read print.

Day 30 held-out key

Route B: band = /b/ /a/ /n/ /d/ (four boxes); tend = /t/ /e/ /n/ /d/ (four); dictated land = /l/ /a/ /n/ /d/ → l-a-n-d. Line: toy band can stand; Dot can sit. Route A: rack = /r/ /a/ /k/ → r-a-ck; muck = /m/ /u/ /k/ → m-u-ck; dictated puck = /p/ /u/ /k/ → p-u-ck. Line: small stand is on mat; Dot can sit. Meaning of band/rack can be given after the print attempt. All final ck spellings are gated; do not offer these to a learner whose school has not explicitly taught them.

Heard story: The middle shoot card turned face down; listener incorrectly thought the pictured flower came straight after the seed; Sana turned the middle face up; order is seed–shoot–flower in the picture. The story explicitly says the drawings cannot establish real growth time. Accept an AAC/pointed three-card sequence. For writing, a complete child idea such as “Sana turned the card.” is valid; child should reread and identify a relevant edit or verify that no change is needed. Give feedback on meaning and boundary separately from spelling support.

Decision record after either check

Evidence	Next teaching within 48 hours	Avoid claiming
Digraph treated as two sounds or first-letter guess	Return to one `sh/ch` tile, three sound boxes, blend a different already taught word, then fresh line.	A generic reading level from one word.
Blend loses /n/ or /d/	Say the word normally, count both end phonemes with counters, build a familiar `nd` word, then fresh word.	Accent or articulation as a print deficit.
Route A treats `ck` as two sounds	Re-model one final `ck` tile after a short vowel, compare with a known A word, recheck new word later; Route B stays available.	That Year 1 requires `ck` at this school today.
Word mapped but line meaning uncertain	Teach noun meaning orally after decode, reread sentence and ask which printed word supports answer.	Vocabulary unfamiliarity as decoding failure.
Heard plot confused but print accurate	Adult rereads relevant paragraph; use two then three event objects; ask stated fact vs possible guess.	Weak phonics from oral retell.
Child has idea but writing boundary missing	Preserve original attempt, rehearse one actor/action idea, child adds or directs capital/stop and rereads.	Handwriting or scribe support as lack of ideas.
Independent transfer plus story evidence secure	Offer an authentic locally approved text read together, more original writing and a new evidence question; stay within taught code for assigned independent decoding.	Full ACARA description or achievement-standard attainment.