# Two-week English check: read, classify, support and compose

Give the learner Card D only at the transfer point. This is a short **formative** conference or distributed observations, not a Year 4 English attainment test. Record whether the text was independently read, read aloud, enlarged, translated by a qualified person, or mediated by AAC/adult; do not conflate the access route with comprehension. Score each item 0 = not yet with access, 1 = accurate after a content prompt/model, 2 = accurate independently. /16 summarises next teaching, not a grade.

| Item | Prompt | Key / acceptable evidence | Next teaching |
| --- | --- | --- | --- |
| 1 | Card D: “Name two details the drawing reports.” | Any two of 2 taps, 1 low shelf, 3 waiting places, shelf beside taps | Point to source lines and reread quantities/position. |
| 2 | “Is ‘The station is excellent’ a source detail or opinion?” | Opinion; evaluative adjective `excellent` | Contrast with “drawing shows two taps”; opinion may be reasoned but not measured. |
| 3 | “Can Card D prove everyone can use the station? Explain.” | No; no user survey/access check; model alone cannot prove it | Identify a source limit and needed evidence. |
| 4 | Read Text A1; “What is its purpose and one structural feature?” | Report about model; topic and details/source limit, any accurate feature | Compare with A2 letter and its request. |
| 5 | “Summarise Text A2's view and one reason.” | Wants another shaded seat; cites 3 benches/1 shelter on model | Revisit claim/reason distinction; source supports numbers, not need. |
| 6 | Join “The model shows a shelf. The drawing places it beside the taps.” with `because` or `which` accurately. | e.g. “I can report a shelf beside the taps because the drawing shows it.” One independent + dependent clause, meaning preserved. | Model clause connection; if `because` changes logic, choose a simpler supported claim. |
| 7 | Write/dictate a 3–4-sentence report **about Card D**, including two source details and a source limit. | Topic, two accurate details, limit such as no flow measurement; report voice stays grounded in drawing | Co-plan source notes then fade frame; mark adult words. |
| 8 | Reread own report and revise one issue. | Specific improvement to source accuracy, sentence connection, punctuation or audience | Model one revision on a different example and ask learner to choose own. |

**Interpretation:** Items 1/3/7 expose source use; 2/5 viewpoint distinction; 4 text purpose; 6 sentence relationship; 8 editing. A 0 invites explicit modelling and a **fresh** card, not a repeated scored question. An opinion is not “wrong” simply because it is subjective; the learner should label it and support it without laundering it into fact. If a learner can answer after teacher read-aloud, plan reading assessment separately. If sentence composition is shown through AAC/dictation, record that mode and the child's wording.

**Fresh recheck bank:** Card B has 4 shelves; claim “poetry is least popular” unsupported; Card C has 2 star spaces, and “exciting” is opinion; `if` in the Card C rule introduces a condition. Use one that the learner has not just seen. Store student work under school policy.

**Record strip:** learner ID ___; date ___; item scores ___/___/___/___/___/___/___/___; text access ___; composition mode ___; prompts ___; strongest evidence ___; next teaching ___; recheck date ___.

Original assessment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. National source and ACARA's separate rights in [README](README.md). Educator/EAL/D review pending.