Purpose
Compare new information texts and create a useful response without rehearsed answers or unsupported promises.
Prepare
Source: reserved Check B. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.
Teach the 25-minute core
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Explain “You get two new notes. Help a reader decide what to ask.” Give the fresh source/check without its educator key. Tell pupils about rereading, access support and optional private response.
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Read instructions and source aloud when needed, recording it as listening/comprehension rather than independent reading. Do not turn an adult explanation into the pupil’s answer.
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Offer paper, local text fields, private speech/sign, AAC or dictated strips. The task is comparing and composing; no public account, timed race or minimum word count is required.
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Children complete the fresh check. Rotate a small number of individual conferences for taught reading/spelling. Record source use, support and actual composition separately; unobserved skills remain unobserved.
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Save the initial response before using the separate educator guidance. Offer one component-specific feedback question and a chance to revise; record the revised attempt separately.
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Invite a private reflection: a clue they can now find, a claim they want to check or a question for next week. Use the evidence to plan Week7 precise noun groups/explanations; do not announce whole-year attainment.
Taught-point word work
Use the separate Check B educator probe only with taught prerequisites in an individual station. Pupils outside the station reread their own guide or practise a previously taught family. No reserved item is shown as class preparation.
Three meaningful practice routes
A · Independent quiet space
Use the fresh page or local text fields, with the notes available to reread. Ask for access help without receiving the answer.
B · Private reader briefing
Explain to a familiar adult or sign in a quiet place; an adult records your own meaning and the help given.
C · Accessible response builder
Use AAC, labels, drawing, typing or dictated strips. Indicate your choices and questions; an adult may handle the materials for you.
Two additional teaching examples
C19 · Conference review after the check
Return to an earlier guide and identify one claim its source supports. Do not compare pupils by speed or display someone’s private check.
C20 · Next-teaching example
If a child notices an exception but cannot explain it, reread a prior fictional notice and model a because clause; keep this teaching separate from the saved fresh response.
Component evidence and next teaching
Look for: Fresh comparison of relevant source claims/conditions and useful organised composition; separate individual reading/spelling opportunities only.
Interpretation: Use Check B’s matched guidance. It is a component sample, not a whole Year3 standard judgement, diagnostic test or predicted attainment.
Next teaching: Plan further teaching from the observed component: source comparison, audience clarity, paragraph grouping or taught decoding/spelling. Extend precise explanations in Week7 without withholding core access.
National links: AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. These are partial opportunities; see the exact map and limits.
Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.
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