# Teacher answer and next-step notes — keep separate from learner copies

These are **practice** checks for the two [offline interactive aids](README.md), 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](sources-rights-qa.md) extends to **at least 120** and [AC9M1N02](sources-rights-qa.md) 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

```text
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](https://creativecommons.org/licenses/by/4.0/). Do not put these notes on a learner printout.