# Learner checks · new material for Days 15 and 20

Your teacher will tell you when to use each check. You may point, move a token, speak, type, write, draw or use AAC. Show your own thinking and tell the teacher if someone reads a word or supplies a clue for you. A check helps plan the next lesson; it is not a race. The passages below are **teacher-read** unless your teacher separately records how you read them.

## Check A · Day 15 · The mail-table map

This is a **new fictional paper grid**. It is not a real route. Keep the page upright. One move goes to the next square; no diagonal moves.

| BELL | PEG | STAR |
| :---: | :---: | :---: |
| LEAF | RING | KITE |
| DOT | CUP | FLAG |

**Teacher reads once, then can reread exactly:** “Arin wrote, ‘Start at DOT. Move to a round mark. Stop at STAR.’ Zed paused. DOT and RING could both fit ‘round mark’. Arin rewrote the route: ‘From DOT, move two squares up on the page. Then move two squares right. Stop at STAR.’ Zed tried the new words with a token.”

1. **Listen and explain.** Why did Zed pause? Point to the clue in the teacher-read text. What did Arin change to help?
2. **Try the new route.** Put a token on DOT and follow Arin's revised words. Name or mark the square where the token finishes.
3. **Make your own.** Give a route from **FLAG to BELL** for a reader who has never seen your hand move. Say/write enough page directions and an exact endpoint. You may use the grid as you explain.
4. **Read word parts, one at a time, with the teacher:** `refill`, `painter`, `shaping`. Point to parts you know and read the whole word if you can. The teacher records any help; do not guess from a picture.

**Your quick reflection:** Which one word or label would you check before sharing a route?

## Check B · Day 20 · A new stock label

**Teacher reads:** “This is a made-up paper display. A card says **13 204** tokens. Its first label reads: **1 ten-thousand, 3 thousands, 2 hundreds and 4 ones**. An organiser exchanges the ten-thousand group for **10 thousands**. The second label reads: **13 thousands, 2 hundreds and 4 ones**. Both labels mean **13 204**. A visitor asks why there are more thousand groups. The organiser says that one large group was exchanged for ten smaller groups of the same value. No token was added or removed.”

1. **Listen and locate.** What changed between the two labels? What stayed the same? Point to the sentence that helps you know.
2. **Explain for a new visitor.** Make **two short groups of related sentences**, orally, in writing, by AAC or with labelled drawings. First give the card's amount. Then tell what was exchanged and **why** the total stayed the same. You can use the two true labels printed above; you do not have to calculate them from memory.
3. **Choose a feature.** Would a heading, a labelled drawing or a final check help your visitor most? Add it, then tell the teacher why you chose it. If a drawing disagrees with a number, repair it.
4. **Read word parts, one at a time, with the teacher:** `rebuild`, `builder`, `tracing`. Show known parts and read the whole word if you can. The teacher records support separately from your explanation.

**Your quick reflection:** What would you ask a reader to make sure your explanation works for them?

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. All names, maps, stock and passages here are invented.