Your teacher brings the new broad paper source for each check. These are public formative checks, not secure exams. Keep your first child-controlled count, model, picture sort or comparison before content feedback. You may point, sign, use AAC, speak, write, draw or tell an adult exactly where to move a card. Neutral reading and movement help with access; the number/feature/answer must be yours. A paper visitor is pretend. A checked first idea can be confirmed or revised. No task asks about your personal life or judges a whole year's learning.
Check A · Day 195 · Explain three new paper sources
Your teacher gives a new paper page with three separate things. Keep them separate when you explain to a paper visitor or privately.
- Number source: count the wide source marks once each. A separate claim card has a numeral. Does the numeral match the marks? Show how you checked, and say the numeral that does match.
- Shape and place: find the familiar rounded shape in the paper picture. Trace or describe the boundary that gives its shape name. Describe its position relative to the fixed BOARD marker by naming that marker.
- Picture data: your teacher gives the question “Which icon appears more on this supplied picture sheet?” Sort every PINE or SHELL picture once, show both counts and which is more, then say which exact source your result covers.
Choose a route. All three routes do all three source tasks:
- A · Broad paper move: move/count marks, trace a boundary, then sort/pair the picture cards.
- B · Drawn trail: make one mark per source, draw the shape feature/place and tally two labelled icon rows.
- C · Adult mover: direct an adult's exact count, boundary trace and sort; give the conclusions yourself.
After feedback only: Day 195's learner card has a different paper case. A first response stays visible before that practice.
Check B · Day 200 · Four short transfer models
Your teacher gives a new page with four independent paper tasks. Work with the actual source, not a guessed display.
- Parts and whole: two visible groups of broad icons are PART A and PART B. Show the amount in each part, combine to the WHOLE and explain why the whole uses each source icon once.
- Practical add-to: a labelled START group and a new ADD group are pictured. Build the END. Compare your checked END to a separate display claim and say whether to confirm or repair it.
- Pattern: a repeating strip is shown twice. Box/point to the whole part that repeats and show the next whole part in order, not only its first icon.
- Direct length: two straight printed strips are on the same page. Align the left start marks (or trace from a common start) and say which is longer on this page, with a right-endpoint reason.
Choose a route. All three routes do all four tasks:
- A · Broad pieces: move the two parts and START/ADD groups, place a whole pattern unit, then overlay the length strips.
- B · Mark/model: draw separate source-to-count marks, a visible add-to model, all next pattern positions and common-start length traces.
- C · Adult mover: direct every part, add, pattern and strip-alignment move; correct any skipped or doubled item.
After feedback only: Day 200's learner card has different values and shapes. Say one next step you want to try, or say evidence was not available; no one should invent a portfolio sample.