Fresh learner checks… | Year 4 English · T1 W3–4 · Learner checks

These are new fictional sources. The class has not practised with them. A teacher may read a card once verbatim or provide accessible print/AAC/tactile text. Mark whether a child self-read or heard it; comprehension after listening does not establish independent reading. The response can be written, typed, spoken, signed, selected or dictated with the child's exact wording retained. Ask only the printed prompts before collection. Keep the teacher key out of learner view.

Day 15 · Check A: Portable art-box mock page

This is a paper website mock-up and a paper box plan, not a real service.

Home > Art box > Make a card

Headline: Make a visitor card for the portable art-box drawing

Menu: Box details ▾ (would open: labels; steps; questions)

Drawing report. The top-view picture labels two trays, one handle and a pocket marked RETURN. A blue line leads from the handle to the pocket. The picture gives no tray depth and no weight for a real box.

Steps. First, fold a scrap in half. Next, write HANDLE on one panel and QUESTION on the other. If the reader cannot locate the return pocket, point to the printed RETURN label.

Questions. Would a real box be easy to carry? The drawing cannot answer that. It has no measured weight or test with a willing user.

A visitor wants to know how to make the paper card. Which section should they use? Name two structure clues that made you choose it.
A reader wants to find what the drawing cannot tell us. Name one navigation feature that helps them get to the answer and the section they need. Do not treat the blue line as a working website link.
Say/write one sentence supported by this paper drawing and one real-life claim the source does not support. Explain the missing evidence in a few words.
Read or hear the new words relabelled and unmarked. Show the parts you know in each, then explain what each would mean for a label. The teacher records reading help separately.

Stop. Hand this in before discussing possible answers. This is a short formative sample, not a mark for handwriting speed, accent or screen use.

Day 20 · Check B: Fold-out exhibition model

This is a made-up paper proposal, not a real exhibition or access test.

Report card. A fold-out drawing has three panels. The front panel marks an entrance arrow and two square picture cards. The middle panel labels a narrow-looking paper corridor but gives no width. The back panel marks a question desk with a speech-bubble symbol. A separate side-view places the two picture cards above a drawn table. No dimensions, visitor observations or lighting measurements are recorded.

Designer's note. “In my view, the front panel looks inviting. If the real corridor were wide enough, some visitors might find the question desk easily. We would need measurements and a trial with willing users before saying that.”

Give a two- or three-sentence summary for a new visitor. State what the paper model depicts, use two details from the report card, and include a limit. You may use a labelled sketch/AAC sequence plus your own words.
Which phrase in the designer's note is a view or prediction, not a measured result? Explain what further evidence would be needed to judge it. Ask one useful question of the model.
The front and side views put different things in focus. Name one thing the side-view makes easier to notice and one important thing neither view establishes.
Read or hear the new words repositioned and unmeasured. Show base/prefix/suffix parts you recognise and explain the whole-word meaning in this card's context. The teacher records reading help separately.

Stop. Hand this in before discussion. A source-bound response matters more than a preferred opinion. No actual people, rooms or community data are involved.