# Day 30 · A fresh source check and next steps

## 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](PREPARATION.html). Plain paper and a familiar communication system are enough. [Child choices](../learners/day-030.html) · [Optional home start](../home/day-030.html) · [Optional extras](../extras/day-030.html).

## Teach the 25-minute core

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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](../authority/CURRICULUM.html).

Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. [Separate checks and criteria](ASSESSMENT.html).

Original text and vector artwork: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum and linked primary sources retain their separate rights. No authority endorsement is implied.