# Staff-only unused rechecks — later sitting

These remain unused until after teaching. Log any previous exposure. Capture new first words through needed access before hints; a repeated prompt is not unfamiliar. Choose one matched to the actual next teaching need. Do not administer all four as a quota.


R1 after comparison teaching: **The covered picture:** “Len covered the unfinished portrait before the room opened. When a visitor asked about the cloth, Len said, ‘It needs one more day.’” **The extra line:** “I left one empty line at the end of my small poem. A visitor wrote a question there. I kept the question.” Prompt: one similarity and one difference in how the texts develop an idea, detail from both. Key: both creators make a decision about unfinished/open work and encounter a visitor; Len postpones showing a portrait, narrator welcomes an addition/question to a poem. Privacy, readiness, reader collaboration or different boundaries are defensible themes with support. We do not know what portrait depicts or whether Len is anxious. These are not E's unrecognised helpful actions.

R2 after viewpoint teaching: “I hid the spare puzzle piece in my palm so the ending would be a surprise. Davi watched my closed hand and stepped back. The narrator does not tell us what Davi thought.” Prompt: what narrator knows, one inference and one unknown. Key: narrator's purpose is stated; Davi stepped back, but surprise/fear/dislike/knowledge is not specified. A proposed inference must remain provisional. An adult can read verbatim without suggesting motive.

R3 after feature/effect teaching: “The waiting page swallowed my words.” Compare with “I did not start writing.” Prompt: meaning shared/different and one possible effect. Key: personification of page plus “swallowed” suggests words being taken/lost; neutral line states delay. Not literal ingestion and not a diagnosis. A different explained effect is accepted. Optional revision “The waiting page held my words” changes the metaphor toward retention, with learner explaining whether that serves their purpose.

R4 after adaptation/edit teaching: “At the pretend weather station, Una hung a yellow card for a sunny story and a grey card for a cloudy one. Today Una hung both.” Prompt: make a short own adaptation borrowing the two-card choice, choose purpose, keep first version and edit. Key example for humour: “The cards argued over which story went first. Una gave them one cloud each.” Revision “argued” to “whispered” reduces conflict/changes sound; a learner can reject that revision for their purpose. This is imagined weather-story selection, not real forecast or measurement. Changing character/setting/consequence is also valid.

**Scope:** E samples LE02/LY05 and selected feature analysis; F samples LE05/selected LA08/LY06. A tiny first component cannot establish all stages, whole spelling repertoire, breadth of literary reading, actual presentation or the Year 6 standard. Rechecks are unfamiliar only if staff genuinely keep them unused; log prior exposure rather than label a repeated prompt fresh. © NeuroForgeIO Pty Ltd 2026, https://creativecommons.org/licenses/by/4.0/ .

© NeuroForgeIO Pty Ltd 2026. SubjectNest, A room for the unexpected, v0.1.0. Original AI-assisted teaching/text/layout: CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ . No human pilot or curriculum approval claimed.