# Original paper-room materials and educator setup

All stories and scores here are invented. A **score** is a row of places for a broad paper marker at equal counts. The room is a **tabletop model**, never a direction to walk across a classroom. **H = home**, **L = left**, **R = right**, **N = near**, **F = far** as seen from the child's own table orientation. Read the labels aloud; adjust orientation to the learner and say what changed. A child may direct an adult to move an object. Never move a child's body for them. If physical play is chosen, the educator substitutes locally approved, comfortable movements after checking space, warm-up, access and choice; a small seated gesture can serve the same composition idea. Stop on request without explanation.

**Reusable kit:** [A place mat](print/place-mat.svg), [B near/far mat](print/near-far.svg), [C count-and-hold strip](print/count-hold.svg), [D time-choice strip](print/time-choice.svg), [E repeat/contrast strip](print/repeat-contrast.svg), [F choice/share card](print/choice-share.svg); large flat paper marker; three or six large numbered cards; optional raised-line/tactile equivalents in [exact alternatives](print/TEXT-ALTERNATIVES.md); washable marker. No device is needed. Avoid small loose parts where they are unsuitable for the group; use large cards or adult-controlled items.

## Practice cards A–F · do not show G/H before check days

### A · One side and home

Three equal counts: **1 H, 2 R, 3 H**. Fictional purpose: point a paper visitor towards a right-hand picture and return. A left version **H–L–H** changes only the middle place. The child can say, point or show which side may get attention; no actual viewer response is assumed.

### B · Hold the idea

**1 H, 2 R, 3 R**. Count 3 is still at R. A paper visitor may notice the right picture longer than in A. A held count is part of the idea; stillness is welcome, not “doing nothing”.

### C · Near and far

**1 H, 2 N, 3 H** versus **1 H, 2 F, 3 H**. Only count 2 changes. A fictional window model might need F; an invented table model might need N. These labels do not direct floor travel.

### D · Same places, different timing

Keep **H–R–H**. A slowly drawn line across count 2 and a dot at the start of count 2 both end at R. They can look different without asking a child to move fast or forcefully. The educator can count silently or use the optional original click; no audio response is required.

### E · Do it again, or change it

P = **H–R–H**; Q = **H–L–H**. Six counts **P then P = H–R–H / H–R–H** repeat a side. **P then Q = H–R–H / H–L–H** point to two sides. Count all six; no named dance tradition is represented.

### F · Object and sharing

Place a large invented **paper star** marker at R. A mover marker can approach R on count 2 or remain H and point a card-arrow to R. Choose one, then share the chosen arrangement with a willing educator if desired; a paper puppet can be a private rehearsal audience before any person sees it. Do not read a child's real interests or culture into the star.

The six cards can be laminated, drawn on ordinary paper or built with large raised labels. Each is original and neutral. Fresh G/H appear only in [student checks](STUDENT-CHECKS.md); their worked responses are kept in `teacher/`.