# Teacher held · fresh Year 5 English checks, Days 15 and 20

Keep this page and the [separate response key](TEACHER-KEY.md) out of learner practice until each check. These invented sources were written for transfer, not rehearsed in Texts A–D or learner cards. Administer in a quiet, familiar way. Learners may read independently or access the same source by adult reading, screen reader, braille transcription or other agreed route; record which. A read-aloud response is evidence of comprehension/reasoning, **not** independent reading. Save the first response, exact prompts, scribing and revisions separately. No single short check establishes Year 5 achievement.

## Day 15 · unfamiliar information notice and picture order

Give the following as a new source, with headings. Do not explain the overclaim.

> **Paper-plant label table: fictional trial notice**
>
> **Purpose:** Visitors could make a broad paper label for a model garden bed with an adult helper.
>
> **When:** The table ran on two Mondays from 4:00 to 4:45 pm. No next date had been approved.
>
> **What the volunteers recorded:** Nine labels were completed in the first session and eleven in the second. They counted labels, not unique visitors. They did not check whether the labels remained readable after rain.
>
> **What to ask next:** Ask willing visitors whether the labels were useful, and test a safe sample over time before making a durability claim.

Beside it is an unsigned flyer: “Twenty families proved these labels last all winter. Open the table every Monday!”

**Three new described panels:** (1) A model-garden sign says “Ask the adult before using the marker.” (2) A visitor asks the adult and receives a yes. (3) The visitor draws a large label. In order **1→2→3**, permission appears before action. In order **3→1→2**, action is shown first; ask what first impression this creates and whether later captions could clarify it. Provide these exact descriptions to a learner who cannot access the images. No real ink, garden, visitor or wet-weather test is required.

Ask without content hints:

1. Which heading would you use to find the opening time, and does the notice promise another Monday?
2. State **one exact observation** the volunteers made and **one thing their method cannot tell**.
3. Explain at least two claims in the flyer that outrun the notice. A learner may agree with another trial without agreeing with the flyer.
4. Explain what putting panel 3 first may lead a reader to think at first, and which later information can change that impression.
5. Create a short note (4–6 sentences, or equivalent deliberately structured multimodal response) to a fictional organiser: main message, source detail, limit and a fair next question. Keep the first version before any self-edit.

**Do not release** Text A's model paragraph or a completed source/scope mat during this first attempt. The ordinary blank mat is an access aid, not an answer. If the panel order is supplied as ordered text for access, record it; the construct is reasoning about order, not vision.

## Day 20 · unfamiliar literary viewpoint and creation

Read or display this new story. Do not supply a model interpretation:

> I reached the paper-game table just as Tali slid a curling map under a broad mat. The room buzzed like a beehive. “Are you hiding the route?” I asked. Tali shook her head and held the edge of the mat. I still decided Tali wanted an unfair start. Later the leader lifted the mat. The map lay flat. Tali said, “Its corners kept curling. I put it there so everyone could see the route when we began.” My certainty had been a locked door; I had not let another explanation in.

Ask the learner to:

1. Identify one thing the narrator actually saw or heard **before** the leader lifted the mat, and the separate idea the narrator assumed.
2. Explain how Tali's later words alter a reader's possible interpretation. Do not require the learner to say what Tali privately felt.
3. Choose **one** figurative phrase, say what is literal, name or describe the device, and explain its effect on this scene. More than one defensible effect is possible with text support.
4. Write/type/dictate 4–6 sentences, or make a similarly developed three-panel-plus-caption account, from Tali's limited viewpoint. Include a specific action and a line Tali could plausibly say; keep it compatible with the source. A dependent clause, expanded noun group or dialogue punctuation may be noted for teaching, but do not invent them as required hidden criteria.
5. Point to the words that support two important decisions in the new account. Record a first version; only then invite a self-edit.

## Short recording ledger

| Day and component | First exact response / source line | Independent reading or heard/other access | Prompt, scribe or aid | Later revision and next teaching move |
|---|---|---|---|---|
| 15 navigation and observation |  |  |  |  |
| 15 limit, overclaim and panel order |  |  |  |  |
| 15 short note |  |  |  |  |
| 20 observation versus inference |  |  |  |  |
| 20 figurative effect |  |  |  |  |
| 20 alternate viewpoint creation |  |  |  |  |

Original SubjectNest source cards and assessment © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. [Exact curriculum/source ledger](CURRICULUM-CROSSWALK.md); local review still required.