# Two fresh public formative checks · child copy

Your teacher may read the source, point to it or write exactly what you say. You can draw, point, speak, use AAC or direct an adult; each route aims at the same idea. First responses are collected before discussion. These are **not secure exams**. Only use school-approved broad paper for an optional physical trial. No child cutting, small parts, purchase, home test or personal disclosure is needed. A proposed view is not a real result.

## Check A · Day 25 · Paper Pattern Gallery

Use the [large A4 source](print/check-a-pattern-gallery.pdf) or ask for its full text. A pretend gallery visitor wants to **compare two printed marks together**. The card shows **ZIGZAG** on the left and **DOT ROW** on the right. Both printed labels must stay visible. You have broad blank paper; an adult prepares any opening if needed.

1. Show **two different broad-paper layout ideas** that could help the visitor compare the marks. Draw, tell or direct an adult. You may put paper beside, around or above the card; explain where.
2. Choose one idea. Say **why** it suits this visitor's purpose and how both printed labels could remain visible.
3. What would you need to check before claiming it really helped a visitor? No real visitor or material trial is provided on this sheet.

Teacher writes a child's dictated answer verbatim and notes any content cue. This sheet contains no prefilled result.

## Check B · Day 30 · Paper Direction Pointer

Use the [large A4 source](print/check-b-direction-pointer.pdf) or ask for its full text. A pretend reader sees three invented printed shapes left to right: **ARC**, **GRID**, **CROSS**. The target is **GRID in the middle**. A broad, blunt paper pointer should indicate GRID **while the printed GRID label stays visible**. An adult prepares any paper shape or opening. Your teacher decides if a safe school trial is possible.

1. Show **two different broad-pointer ideas or placements**. Choose one and explain why it could indicate GRID without covering the word GRID.
2. Give safe steps for a try. Say who prepares the paper, who points or directs, and what you would look at.
3. If your class actually tries it, report exactly what happened: **TARGET CLEAR / LABEL COVERED / NOT TRIED**. If no safe try happens, choose **NOT TRIED**. A drawing or adult-only demonstration does not show that *you* handled material.
4. Name one next change or question based on what really happened, or on what remains unknown.

The first-response sheet has no prior result printed. It may be used with drawing, speaking, AAC or child-directed adult placement. Your teacher records adult handling separately.