# Staff-held fresh checks · Year 7 English Days 15 and 20

Keep these two original passages **held out** from Days 11–14 and 16–19 teaching. Show the relevant source only on its day. They are formative samples of selected English descriptions, not a test of the whole year or a high-stakes grade. Save the first response, any later edit, the exact words/marks used, and whether text was read independently, read exactly by an adult, magnified, scribed, typed, signed or conveyed by AAC. An exact adult reading allows **listening-supported comprehension**; do not count it as evidence of independent print decoding. If access, fatigue or time hides the construct, mark **not yet observed** and re-sample. Do not put child names, recordings or identifiable examples in this public pack. The [worked key and next moves](TEACHER-KEY.md) stay with staff.

## Check A · Day 15 · fresh model source

**Original fictional source, first seen today:**

> A pretend parcel desk uses six **paper symbol cards**: three show a circle and three show a square. Its two-choice key says, “If the symbol is a circle, take route C. Otherwise, take route S.” All six original cards reach their intended printed labels. A new **star** card is then added. Ali follows the rule and reaches S. Bo starts again from the top and also reaches S. No label for a star appears at the end of the key.
>
> A draft display caption says: “Because Ali and Bo both reached S, the star is a square. This key now identifies every parcel symbol.”

The desk, parcel symbols, learners and results are invented. There is no real postal system, delivery record or observed child response.

**Give the learner:**

1. Identify an observation the source supports. Quote or point to its exact words.
2. Find one claim in the display caption that goes beyond the source. Explain why the observation does not prove it.
3. Make a **three- or four-sentence** explanation for a visitor. Include the source/set, the repeated result, the limit and a plausible next test or revision. You may write, type, dictate, sign, use AAC or direct movable text cards. Keep your own word choices visible.
4. Mark where your explanation tells the reader **what the test did not establish**.

**Timing within Day 15:** 2-minute frame, 5-minute source reading, 5-minute first response, 7-minute explanation, 4-minute self-check, 2-minute collection. Do not disclose the key while collecting. A student who notices both overclaims may discuss both, but one well-explained overclaim meets the task.

## Check B · Day 20 · fresh number and language source

**Original fictional source, first seen today:**

> A maker shades **16 of 40 equal paper cells** in a grid. The maker writes: “`16/40 = 2/5 = 0.4 = 40%` of the grid.” The model's **scale** is one drawn box for one paper cell, so a reader can count the same whole of 40 cells. A draft caption then says: “40% always means 40 shaded cells, whatever the grid size.” After the maker adds the missing whole to the caption, an editor writes: “Now the diagram does the talking.”

The maker, editor and grid are fictional. No real measurement or pupil work is represented.

**Give the learner:**

1. Quote one accurate equality and check it using the named **40-cell whole**. Identify and repair the misleading caption sentence.
2. Explain what **scale** means in this source and point to the words that tell you. Contrast with an ordinary use of the word if you know one; no word-origin claim is needed.
3. Explain “the diagram does the talking” as figurative language. What changed for a reader? Use a detail from the source, not a personal story.
4. Make a **three- or four-sentence** explanation for a younger reader that names the whole, shows why 16 shaded cells means 40% here, and prevents the false “40 cells everywhere” idea. Write, type, speak, sign or use AAC with a local transcript of the learner's wording.

**Timing within Day 20:** 2-minute frame, 5-minute source reading, 5-minute analysis, 7-minute explanation, 4-minute checking/edit, 2-minute collection. A calculator or paper grid may verify arithmetic; record whether it was used. It does not supply the student's language analysis.

## Local recording strip

`Date | Check A/B | local learner code | first exact evidence | revision | independent print / exact adult reading / other access | prompt supplied | next teaching move | revisit date`. Keep the strip only in school-approved private storage. No upload to SubjectNest is required.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, source, licence and changes.