These are practice checks for the two offline interactive aids, not a Year 1 achievement-standard score or a reading-level label. Keep the first model/retell, support used, feedback and a fresh next attempt distinct. The app keeps only a temporary state in the open page and stores no child record; use school-managed processes for any notes you choose to keep.
Ten and Ones Studio
| Context and card | Exact amount / successful model | What to watch for and teach next |
|---|---|---|
| Library 1: empty trolley | 0 = 0 tens + 0 ones. The start state already shows it; the child should explain the zero as an empty amount. | If 0 is read as missing information, contrast an empty tray with an unopened tray. |
| Library 2: books to sort | 17 = 1 ten + 7 ones. | If 1 ten + 7 ones is said as “one-seven” without amount, count ten, then seven more. |
| Library 3: fill a tray | Start 2 tens + 10 ones = 30; after pressing Exchange, 3 tens + 0 ones = 30. The total must stay 30. | If 2 + 10 = 12 is offered, audit a full ten and show 20+10. |
| Library 4: open a tray | Start 4 tens + 3 ones = 43; after Open, 3 tens + 13 ones = 43. This is a stretch alternative partition. | If the child thinks the amount changed, count 40+3 and 30+13 with pieces; do not require this stretch for basic 0–50 progress. |
| Art 1: loose chalks | 8 = 0 tens + 8 ones. | If a full ten appears, check what a ten-strip stands for. |
| Art 2: chalk boxes | 34 = 3 tens + 4 ones. | If 43 is made, pair the first digit with tens and compare the model of 43. |
| Art 3: pack the last ten | Start 3 tens + 10 ones = 40; after Exchange, 4 tens + 0 ones = 40. | If the child says 310 or 13, use 30+10=40 and physically exchange. |
| Art 4: paper shapes | 47 = 4 tens + 7 ones. | If 4 tens + 5 ones is made, ask for the difference and add two ones. |
| Market 1: fruit icons | 23 = 2 tens + 3 ones. | Revisit twenty as two tens if the child counts every icon from one. |
| Market 2: cup icons | 28 = 2 tens + 8 ones. | Compare 23 and 28: same tens, five more ones. |
| Market 3: a new strip | Start 4 tens + 10 ones = 50; after Exchange, 5 tens + 0 ones = 50. | If 4 tens +10 ones is treated as 410, keep the amount visible during exchange. |
| Market 4: card display | 49 = 4 tens + 9 ones. | Ask what one more would make. If 50 is uncertain, model 49+1 and exchange. |
Success evidence: A child can select pieces, say the amount and explain why ten ones can be traded for one ten without changing the total. A button press alone can be imitation; ask “What stayed the same?” A child may direct an adult to move pieces and still show the mathematical decision. A correct canonical model on screen shows only this sampled 0–50 skill. AC9M1N01 extends to at least 120 and AC9M1N02 includes multiple partitions beyond this aid.
Keep assessment fresh: The existing fortnight check also uses 17, 30, 43, 47 and 50. If a learner has already used those values here, do not count the same prompt as unseen transfer. For an exchange recheck, use 1 ten + 10 ones → 2 tens; for a build recheck, use 22 or 44; for an alternative partition, open one ten in 35. Check the child's reasoning with physical or tactile materials and record support separately.
Sound and Story Studio: word boxes
Only use a word independently after the school has taught its prerequisite single-letter correspondences and the named pattern. The printed word is visible, so the tile task checks phoneme–grapheme grouping, not whether a child can read an unseen word with fluency. The adult-read context is not a decoding passage. An adult may say the word before segmenting; record that cue.
The nine practice words exclude the existing pack's exact exit/check words and the reserved Day 10 unseen transfer words. Keep any future assessment word outside these practice cards until after that check.
| Place / word | One tile per phoneme, in order | Exact teaching point |
|---|---|---|
| Market: cash | c · a · sh — 3 sounds |
sh is one /sh/ sound at the end. c is /k/ here, as in previously taught can. |
| Market: chop | ch · o · p — 3 sounds |
ch is one /ch/ sound at the start. |
| Market: stand | s · t · a · n · d — 5 sounds |
st is two sounds and nd is two sounds. A combined st or nd tile would hide that distinction. |
| Repair: sand | s · a · n · d — 4 sounds |
Both final consonants are heard. |
| Repair: step | s · t · e · p — 4 sounds |
Both initial consonants are heard. |
| Repair: shop | sh · o · p — 3 sounds |
sh is one sound at the start. |
| Garden: pond | p · o · n · d — 4 sounds |
Both final consonants are heard. |
| Garden: much | m · u · ch — 3 sounds |
ch is one sound at the end. |
| Garden: pot | p · o · t — 3 sounds |
A simpler CVC revisit for a learner consolidating the prerequisite code. |
Useful next moves: If sh is split into s,h, model two letters making one sound with a single counter, then retry a different taught word. If st or nd is put in one box, say the word naturally, stretch both consonants without inserting a schwa, tap twice, then retry a different word. If the child groups sounds well but cannot say a word aloud, separate speech/motor access from print knowledge; use pointing, sign, AAC or letter selection as appropriate. If a target word's meaning is unfamiliar, teach meaning orally before deciding whether the child decoded it.
Adult-read story retells
| Place | First → next → last | Character, setting, change |
|---|---|---|
| Market | Mina sets a sign → breeze tips it → Mina clips and checks it | Mina, market table; the sign becomes stable/readable. |
| Repair | Tari notices loose wheel → puts cart on mat and tightens → rolls to check | Tari, toy repair bench/mat; the wheel is tested after repair. |
| Garden | Lea puts packets on bench → gust mixes them → Lea reads labels and sorts | Lea, garden bench; mixed packets are sorted. |
A learner may retell in their own words or a home language with qualified school-supported interpretation, point to the three cards, use AAC, draw or act. If the story remains visible or is reread, record that support. A correct sequence after adult reading is evidence of listening/retell with that support, not independent decoding of the story. Ask “Who?”, “Where?” and “What changed?” to deepen beyond ordering. Do not infer cultural or language competence from one English response.
Fast observation strip
Card used: ________ First response: ______________________________
Mode/support: __________________ Feedback given: _________________
Fresh response on a different card: ______________________________
What this shows: ________________ Next teaching move: ___________
Rights: Original key © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Do not put these notes on a learner printout.