# Two fresh, public formative checks

These are short teaching probes, not secure tests or formal assessment instruments. Read the brief without hinting at the solution, offer the chosen [same-target route](LEARNER-CARDS.md), save the **first** response, then consult the separate [educator key](teacher/KEY-AND-NEXT.md). A neutral adult can move cards, but not choose or correct the branch for the child. Decline/later is allowed and is recorded as such. A paper answer does not prove an operable work or actual willing-reader use.

## Check I · New triangle fork

[A4 SVG](check/fresh-i.svg) · [A4 PDF](check/fresh-i.pdf) · [exact text/tactile source](print/TEXT-ALTERNATIVES.md#new-i-triangle-fork).

**Starting source:** START shows TRIANGLE MIDDLE. Branch A shows TRIANGLE LEFT. Branch B also shows TRIANGLE LEFT. Both are possible endings, not a three-step sequence.

**New maker brief:** “Keep START MIDDLE and A LEFT. Make B RIGHT. Change only one ending.”

**Child response:** Draw, select, point or direct the new START/A/B arrangement. Explain which part held and which branch changed. Adult writes the child’s exact response and support given. Do not show a solved branch map before first response.

## Check J · New choice match

[A4 SVG](check/fresh-j.svg) · [A4 PDF](check/fresh-j.pdf) · [exact text/tactile source](print/TEXT-ALTERNATIVES.md#new-j-choice-match).

**Starting source:** Two distinct choice signs are CIRCLE and TRIANGLE. The CIRCLE sign currently points to a TRIANGLE ending. The TRIANGLE sign also points to a TRIANGLE ending.

**New maker brief:** “Each sign should reveal the shape it names. Keep both signs and the TRIANGLE-sign ending. Change only one ending.”

**Child response:** Show or direct one revised sign–ending pair, then trace both signs to their results. A drawn line, spoken specification, raised card mapping or assembled correction can answer this paper planning check. Do not reveal the key before first response.

Use the results to choose a next lesson: concrete branch mapping, safer physical assembly, a willing viewer encounter, or broader media making. Do not infer a child’s disability, reading level or cultural knowledge from one paper choice.