Teacher only; preserve first response before examples. No single correct creative story/opinion, required emotion, title, two alternatives, audience or actual game. Unfinished at the time limit means not yet observed. Offer another short sitting. No speed score. Local taught-code declaration is not demonstrated learner readiness. Adult readback/spelling/scribing cannot prove independent child decoding/encoding/handwriting. Child composition retains authorship with support named. Actual oral text is not automatically written; an unwritten proposal remains PLAN ONLY.
E · exact source and possible responses
Pip’s first note said “Go”; the second names the pond as destination. Bo asked where. The source stops before Bo tries the new note: path chosen and whether it helped are UNKNOWN / NOT SUPPLIED. Two drawn paths belong to the fiction; no actual local route/game/child/listener result. Purpose: fresh listening/source reasoning and original imagined-event composition. Creator/date/type as learner page.
Accept a supported literal detail or honest partial response, an unknown outcome, and an own short recount or clearly changed version. Examples after capture only: a sentence about Pip changing the note; an original event in which a different imaginary piece chooses a place; a private preference for clear or open choices. Not every response must contain every component now. No fixed destination or sentence to copy. Reread/edit one wanted detail/boundary later; keep first/later apart.
Print core: bud = b/u/d; web = w/e/b. Dictate only teacher-side: peg = p/e/g. Optional ck: deck = d/e/ck; buck = b/u/ck; dictate: tack = t/a/ck. Select route/components by actual local taught code and readiness. Supplied lines are invented scenes. One phoneme per listed grapheme in these short-vowel words, regional speech differences handled locally. Dictated spelling and spoken phoneme selection are distinct; no letter-name-only inference.
F · exact source and possible responses
Both begin with Leni’s paper star beside a drawn tunnel. Ending One leaves it beside the tunnel and adds a tiny house for it. Ending Two puts it above the tunnel and adds a wide cloud around it. These are ALTERNATIVE STORY ENDINGS, not two actual observations or a before/after game trial. Colour, real player, actual reader reply are NOT SUPPLIED. Neither ending is uniquely correct; a new event is an own version, not what the source says.
Accept one same/change/source-supported detail, an own preference/meaning or honestly limited response, and actual oral/written/multimodal composition with support named. Examples after capture: prefer the unchanged star location with one own reason; recount the star moved above in Ending Two; invent an entirely different event and identify it as own. No geometry copying or two-ending quota. Child keeps/changes an actual text only if wanted.
Print core: cub = c/u/b; den = d/e/n; dictate: jet = j/e/t. Optional ck: chuck = ch/u/ck; lick = l/i/ck; dictate: wick = w/i/ck. The verbs in the optional line are source print, not body actions to do. Record independent/prompted/not observed per subskill; print meaning hints come after first read.
Descriptive components · no summed attainment score
| Component | Useful observed response | Partial/supported/not yet sampled | Next teaching |
|---|---|---|---|
| Phoneme sequence | Child actually gives/chooses the ordered sounds of a selected word; voice not compulsory. | A sound choice is permitted; sound model, incomplete sequence or no appropriate task retained honestly. | One known word with sound choices; digraph one / cluster separate. |
| Independent print | Child reads eligible graphemes/words/line, phrases at punctuation and checks exact meaning. | Adult sounds/word reading or unmatched code is supported/not sampled, not independent. | Teach one missing link; then genuinely new matched print. |
| Encoding | Child chooses/writes letters for the dictated eligible word from sounds. | Adult letter supply/spelling or drawing alone does not prove independent encoding. | Segment/build one known word, later sample another. |
| Heard source meaning | One stated detail, supported inference or relevant unknown from exact adult-read source. | A partial detail or reread support retained; invented outcome identified after first capture. | Reread one source sentence and distinguish stated versus own idea. |
| Oral/interaction | Actual child recount/question/response through available communication; real turn only if it happens. | Private/no listener or only a proposal keeps other components open. | One short oral event or genuine willing turn, no public voice requirement. |
| Composition | Actual short child-authored written/multimodal recount/opinion with an event/idea and useful detail. | Actual oral-only text, partial wording or an unwritten plan named, not written attainment. | Ask who/did what or own opinion/reason; arrange exact scribing/typing/making if wanted. |
| Reread/edit | Child actually checks wording for meaning/boundary, makes a wanted change or explains a keep choice. | No change required; adult correction disclosed; later response separate. | Read back one own sentence neutrally and ask keep/change. |
| Handwriting | Only actual child letter formation observed with tool/access/support named. | Adult scribing/typing/tiles are other modes, not handwriting failure or proof. | Suitable optional letter-form teaching separately; do not gate composition on it. |
Several varied actual dated samples and qualified local judgement remain needed. Two checks are formative components, not whole-code/full-year/state certification. No actual human or game/listener results supplied. Original SubjectNest prose and vector art © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Curriculum, font, third-party and community-held material retain their own rights. No classroom, human access or measured learning trial supplied.