Two-week English formative… | Year 9 English · T1 W1–2 · Assessment

Teacher use: Keep Card E unseen until Day 10. Allow 10–15 minutes beyond Day 10's short application block or a separate conference. Give large text, exact layout description, read-aloud/screen reader, AAC/sign, keyboard or learner-directed scribe. Note reading access separately from language reasoning and note any content cue. Each item is 0 = not yet with access, 1 = correct after a content prompt/model, 2 = independently accurate. The /16 sum guides next teaching, not Year 9 achievement.

Card E — independent learner source packet

E1. INVENTED ADVOCACY POST, classroom fiction
LARGE: “FIX EVERYTHING IN ONE AFTERNOON!”
MAIN: “A community repair day will end local waste. Everyone should sign up.”
SMALL: “No item list, attendance record or outcome data supplied.”

E2. INVENTED DRAFT PLANNING NOTE, classroom fiction
“A volunteer repair-day pilot is being considered. It has no approval yet.
The draft does not state available skills, electrical safety process,
types of items accepted, bookings, access arrangements, costs or waste data.”

Assessment prompts:

Identify E1's source type, purpose and intended reader.
Quote one exact universal/predictive claim and say whether E1 supplies evidence for it.
Identify one direct evaluation and one language choice that makes the outcome sound certain.
Explain what the large headline and small missing-data line make easy/hard to notice. Does layout verify the claim?
Compare E1 and E2: name one point that E2 actually supports and one thing neither source establishes.
Explain whose perspective is represented and one relevant view or expertise that is absent; do not invent a real person's testimony.
Draft/dictate 3–5 linked sentences for a public reader: attribute E1's claim, cite E2 accurately, give a limit and a conditional next step.
Revise one overconfident line in your own response or this line: “The approved repair day will fix all devices.” Explain the change.

Record: items ///////; total /16; independently read/read aloud ; response route ; adult content cues ; strongest evidence ; next instruction ; fresh recheck date ___. Keep under school policy.

Teacher key and next move

Item	Acceptable independent response	If not yet
1	E1 is an invented advocacy post persuading mock community readers to support/sign up for a proposal.	Separate creator/source label from topic; ask purpose with an unscored post.
2	“Fix everything”, “will end local waste” or “everyone should sign up” is broad/predictive; no outcome/attendance/item evidence is supplied.	Match exact quoted words to evidence column; avoid assuming false just because it is strong.
3	`FIX EVERYTHING` is direct positive evaluation/exaggeration; `will end`/`everyone` creates certainty or universal reach. Different accurate choices accepted.	Colour/texture-code opinion, certainty and source detail.
4	Large headline draws attention; small limitation is less prominent. Design does not prove truth.	Compare equal-size plain text; ask what facts changed (none).
5	E2 states a pilot is being considered and not approved. Neither source proves it will fix any item, reduce waste or be safely run.	Trace `being considered` versus `approved` and list unknowns.
6	E1 expresses an advocate's view; E2 a draft-planning viewpoint. Missing, for example, trained repairer/safety assessor, potential user or access reviewer; describe a question, not fabricated testimony.	Make origin/purpose table, then identify one needed question.
7	Connected response attributes claim, cites E2's draft status, names an unknown and proposes a conditional check, e.g. verify skills/safety/accepted items before support. Do not require a specific political choice.	Plan claim → source → limit → conditional next step, then re-draft fresh example.
8	E.g. “The proposed pilot has not been approved; the sources give no evidence it can repair all items.” Explanation identifies overclaimed approval/all-items outcome.	Underline unsupported certainty and replace only what the source warrants.

Decision: Items 1–2 weak → source status and claim/evidence; 3–4 weak → evaluation and visual hierarchy; 5–6 weak → comparison and missing perspectives; 7–8 weak → paragraph ordering, attribution and editing. An accurate answer after read-aloud shows reasoning, while independent reading requires a separate task. A secure total with supplied content prompts is still prompted work. Avoid repeating E1 as a factual statement.

Fresh recheck, not in lessons: Invented caption F says “Our plan guarantees everyone will use the shared tool bench”; an invented note says “The tool-bench concept has no booking, cost, safety or access data.” Key: guarantee unsupported; note is a concept only; fair revision requires a condition and evidence request. Use new wording so the student transfers the routine, not a memorised Card E answer.