AI can produce fluent target-language text at any level. At Years 4 to 6, the Verification Slip builds the habit of checking one claim against a trusted source before submission — making credibility a routine rather than an exception.
Students complete a short writing task using greetings, introductions, or descriptions in the target language. The teacher provides a list of five claims to check, all drawn from the lesson, and one class-approved source such as a posted word wall or class dictionary. Students choose one claim, locate it in the source, and name one thing the source does not tell them — for example, whether the greeting works in all contexts or only in formal ones. The slip is attached before submission.
Students write a short personal description in the target language using vocabulary from the unit. They identify one claim in their own writing — a word, phrase, or cultural fact — locate it in a class-approved reference, and name one limit or contextual condition the reference does not address. At Year 6, the independent identification of the claim is the most important step. This is the first point at which the student is exercising the full verification habit without teacher scaffolding.
The slip is complete when all three fields are filled: claim, source, limit. At Years 4 to 5 the teacher provides the source list. At Year 6 students select from an approved list. A slip with a claim and source but no limit does not meet the standard — the limit is the part that builds genuine critical thinking about language.
In te reo Māori contexts, tikanga and whakapapa knowledge held by students or their whanau is a legitimate source. Where a student names a whānau speaker or a community elder as their source, receive this as valid and ask the student to name what that source covers and what it does not. This models the same verification habit using culturally appropriate knowledge holders.