Two fresh formative transfer checks · learner copyYear 9 English · T1 W3–4 · Learner checks

Teacher: Introduce each section on its day; these prompts and their teacher key are publicly accessible, so they are formative practice rather than secure exams. If a first encounter is necessary, use an equivalent locally unseen case. Give the full source words and, if needed, a neutral read-aloud, enlarged text, screen reader, tactile/reference cards, sign/AAC, keyboard or learner-directed scribe. A neutral access route does not tell the learner which claim or reference to choose. Record content hints separately. These original texts are fictional and are not real observations, evaluations or public notices.

Day 15 · new demo log and compressed draft

New-case source H — invented paper-demonstration log: At 11:00, a club placed three paper wheel diagrams beside a cardboard switch model. At 11:10, Rina swapped the labels on two diagrams. After the swap, at 11:20, one observer asked which diagram matched the switch. The log ends there. It gives no later test, total observer count or feedback from the person who asked.

New-case draft H2: “The correction of the diagrams removed confusion. This change secured understanding.”

1. Unpack the noun correction: who did what according to the log? Does the log establish that the swap corrected anything? Quote or point to an exact detail.
2. What does this change most likely point back to? Identify one outcome phrase in H2 that is not supported. Explain why simply adding therefore would not fix the evidence gap.
3. Revise H2 into two or three linked sentences for a reader who missed the log. Name the actor/action, use one precise summary noun or reference and a warranted connective, and state one thing still unknown.

Day 20 · new studio report and miniature fiction

New-case source J — invented book-binding studio log: At 2:00, a group placed four instruction cards in order. At 2:15, Jo exchanged cards 2 and 3. Later, one visitor paused at card 3 and asked what came next. The log has no total reader count, trial after the exchange or interview about why that visitor paused.

New-case draft J2: “The reordering improved clarity. This success ended uncertainty.”

New-case fiction J3: “Rae lifted the third card, set it down, then watched the visitor trace the blank tabletop. ‘Maybe start again,’ Rae said. The room seemed to wait with them.”

1. Unpack reordering into actor/action. Identify what this success claims, and explain which exact information the log lacks before that claim could be made. Does later by itself prove a cause?
2. Compare clarity in J2 with a possible abstract noun such as hesitation for J3. Give a detail from each text and explain why a report outcome claim and an interpretation of fiction need different wording.
3. Write a two-to-four-sentence note for an absent reader about J. Give actor/action, one clear reference or useful summary noun, an honest connective and one limit. Add a short phrase that labels any inference from J3 as your reading, not a measured fact about Rae or the visitor.

These checks guide a next lesson. They are not validated measures or evidence of classroom impact. Original SubjectNest fresh texts and prompts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.