Purpose
Use a new record to separate a detail, a possible inference and a question, then make a short informative response.
Prepare
Source: reserved Check A. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.
Teach the 25-minute core
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Say “Today you get a new card. Show what it really tells you.” Explain that the adult may read instructions and the source; help will be recorded. Quiet or postponed response is allowed.
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Give Check A, reading the record if required. Keep its educator interpretation and word items out of the learner’s view. Do not rehearse the answers or display a completed sheet.
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Clarify response modes only: mark, draw, type, dictate, use AAC or speak privately. Do not correct the child’s clue or inference during this first response. There is no minimum number of actual samples or repeated observations.
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Pupils choose an access route and work at their own pace. Keep the same check prompts across routes. During a focused individual station, gather comprehension and separate composition evidence; leave unobserved skills marked not observed.
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After saving the first response, offer feedback and a revision. Keep the two distinct. Conduct a small number of individual reading/spelling probes now or in another rotation; do not claim a whole class was assessed in seven minutes.
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Choose a next lesson from the actual response: locating a detail, softening a guess, grouping ideas or studying a taught word pattern. Sharing a response is optional.
Taught-point word work
Use Check A’s separate educator word probe only in an individual rotation. Check taught prerequisites before offering it. If not taught, choose an equivalent school item and record the change; do not make unfamiliar words a diagnosis. Other pupils practise known Day21–24 word families, not the reserved words.
Three meaningful practice routes
A · Quiet page
Use the fresh check on paper or in its local text boxes. Work quietly and ask for the record to be reread when needed.
B · Private explanation
Tell or sign your response to a familiar adult in a quiet spot; the adult records your words without supplying the ideas.
C · Build a response
Use your communication system, typed labels, drawings or dictated strips. An adult can move things where you indicate; keep your choices yours.
Two additional teaching examples
C09 · Earlier practice review
Use a pupil’s own Day21 draft after the check, not before it. Identify a supported detail and a useful question without replacing the pupil’s wording.
C10 · Feedback rehearsal
After the first response is saved, ask a fictional author “Which line helped you?” Model giving feedback about the clue rather than judging drawing skill.
Component evidence and next teaching
Look for: A fresh component check of detail, supported inference, source limit and organised informative composition; independent decoding is separately observed.
Interpretation: Use the separate Check A guidance and retain first response/support notes. A listening response may demonstrate comprehension while leaving decoding unobserved.
Next teaching: Use the component that needs teaching, not a total score or speed ranking. Do not infer a disorder, year grade or whole curriculum attainment from this small check.
National links: AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. These are partial opportunities; see the exact map and limits.
Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.
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