# Two fresh, public formative checks

These are public teaching probes, not secure tests or formal assessment instruments. Present each new source and brief neutrally. The child may draw, select broad pieces, point or direct a neutral adult; no audio, independent reading or speed is required. Save the **first response** and support given before opening the separate [educator key](teacher/KEY-AND-NEXT.md). A paper response cannot prove hearing, actual sound production or audience interpretation.

## Check M · One-tick brief

[A4 SVG](check/fresh-m.svg) · [A4 PDF](check/fresh-m.pdf) · [exact text/tactile source](print/TEXT-ALTERNATIVES.md#new-m-one-tick-brief).

**Starting source:** A new pentagon picture stays fixed. Beneath it are two numbered cue slots: slot 1 TICK, slot 2 TICK. Both marks are broad and printed; no sound has been made.

**Maker brief:** “I want exactly ONE TICK, then QUIET. Keep the picture and two slots. Change only one cue mark.”

**Child response:** Show/direct the two revised slots and explain which mark stays. Save exact first response. Do not perform or change the cue before the child answers.

## Check N · New silent caption

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

**Starting source:** A new hexagon picture has two numbered paper cue slots. Slot 1 has a filled TICK mark; slot 2 has an EMPTY QUIET box. These are a plan, not a recording.

**Choose the matching caption:** A “tick, tick”; B “quiet, tick”; C “tick, quiet.” The adult reads all three in the same tone, or presents broad raised/text cards. Do not point to the correct line.

**Child response:** Choose a caption and explain the first and second slots. Save first response before key. There is no requirement to hear or create a sound.

After each check, use different [After Check examples](PRACTICE-SWAPS.md) if needed and record a next teaching move, not a diagnosis.