Two-week English evidence check | Year 6 English · T1 W1–2 · Assessment

Use Card D as unseen transfer during/after Day 10, plus prior source reading/writing observations. Score each item 0 = not yet with access, 1 = accurate after a content prompt/model, 2 = independently accurate. /16 is a next-teaching shorthand, not a Year 6 attainment score. Note independent reading versus adult read-aloud, response mode, and exact mathematical help if unit prices are discussed. The English target is critical source use and expression, not arithmetic speed.

Item	Prompt	Key / acceptable evidence	If not yet
1	Card D: “Who created this source and what does it try to make us do?”	Original fictional model advert; persuade someone to choose Pass Y	Revisit source label and imperative “Choose”.
2	“State two details Card D supplies.”	X $14/7 entries; Y $18/10 entries; or one each plus prices	Point to exact supplied figures, not invented use.
3	“Is ‘Everyone saves!’ a verified fact? Why?”	No; universal claim unsupported by usage/budget/other costs	Contrast listed unit price with untested personal outcome.
4	“What does the advert leave out that could affect a choice?”	Any: expiry, travel, opening times, actual use, accessibility/conditions	Model one missing-information question, then seek another.
5	“Which option has lower cost per included entry if all are used?”	Y: $18/10=$1.80; X:$14/7=$2.00	Provide calculator or worked division as access; do not conflate with English reading score.
6	“If the fictional immediate budget is $15, which option fits?”	X $14 fits; Y $18 does not; this is not a global recommendation	Separate upfront total from unit cost.
7	“Write/dictate a 3–4-sentence source-based comparison with a condition.”	Labels advert's view, cites two correct details, names a limit, and gives conditional choice without ‘everyone’ claim	Use plan frame, then fade; mark adult-supplied wording.
8	“Revise one part for fairness or clarity and explain the change.”	Specific correction, e.g. replace “Y is best for all” with “Y costs less per included entry if all ten are used.”	Model revision on Card A, then let learner choose own line.

Decision rule: Items 1–4 assess purpose/claims/limits; 5–6 support reading numerical evidence but are not a maths achievement judgment; 7–8 composition/revision. A 0 requires explicit source comparison and a fresh fictional card, not rehearsed answers. A learner who explains accurately after read-aloud may need a separate independent reading check. A learner who computes correctly but treats opinion as fact needs source language practice. Challenge secure learners with a second source and a differing criterion, not merely a longer advertisement.

Fresh recheck card E, invented and kept outside lessons: Sketchbook C is $9 for 90 pages; D is $12 for 150 pages. Keys: C 10 cents/page; D 8 cents/page; D $3 more upfront; C fits a fictional $10 immediate budget; no durability evidence. After reteaching, ask for a conditional comparison with one unsupported claim corrected. Do not ask for family purchase histories.

Record: learner ID ; date ; items ///////; independently read or read aloud ; response mode ; prompts/calculation support ; strongest evidence ; next teaching ; fresh recheck date . Store under school policy.