# New page-turn brief, safe kit and exact fictional sources

**Teacher gate:** Select or approve a local classroom purpose and source before teaching as a real familiar example. The printed puppet and page stories are **fictional**. Check local curriculum, safety, access, paper size and supervision. Never infer real user preference, a school's help route or material performance from the cards. Children can participate without family information or physical handling.

**No-purchase kit:** ordinary A4/reused broad paper, one large adult-prepared neutral page, thick pencil if useful, and clear tabletop set well away from its edge. Use flat hands for broad folds. Adults pre-cut any large cards; children do not use scissors, pins, staples, tape, blades, heat, electricity, string, tiny parts, food or water. If a material/turn/slide is unsafe or uncomfortable, stop and use the plan-only route with **NOT TRIED**. For actual tabletop movement, an adult remains near enough to prevent paper leaving the table. No home trial is required.

| Source | Exact invented prompt | Observation boundary |
| --- | --- | --- |
| [A · Page-help ideas](print/page-help-ideas.pdf) | A large blank paper page and **TOP TAB IDEA** versus **SIDE TAB IDEA**, each a proposed broad fold. A fictional puppet says “I want to find the page edge and turn one page.” | Neither fold has been made/tested by this sheet; it says nothing about what a real reader prefers. |
| [B · Help-service choice](print/help-service-choice.pdf) | The fictional sequence **ASK FIRST → YES / NO THANKS → HELP OR STEP BACK** using paper cards. It describes a person's proposed service choice, not a real school procedure. | HASS/HPE help and consent outcomes require their own lessons/evidence. No actual person has responded. |
| [C · Table page space](print/page-space-layout.pdf) | A large PAGE SPACE, a broad CLEAR EDGE and a PENCIL SPACE on a paper table drawing. A designer could move the pencil-space mark to make room for turning. | No actual room or accessibility assessment; real layout needs educator approval/observation. |
| [D · Safe page turn](print/safe-page-turn.pdf) | Four safe steps: **1 FOLD BROAD TAB**, **2 PLACE PAGE**, **3 LIFT EDGE**, **4 TURN ONE PAGE**. Result boxes **TURNED / SLIPPED / NOT TRIED** are unselected. | Actual making/turning and outcome need a real, approved material try. Adult-only action is distinct from child physical handling. |
| [E · Idea/action/evidence mat](print/design-evidence-mat.pdf) | PURPOSE, TWO IDEAS/CHOICE, REAL ACTION/RESULT OR NOT TRIED, NEXT CHANGE. | A plan is not a trial. Keep adult prompts separate. |
| [F · School real-source slot](print/school-source-slot.pdf) | Blank approved familiar product/service/environment, source/date, child-seen feature and purpose fields. | Leave blank if no reviewed local source; no invented school or cultural details. |

**Fresh held sources:** [Check A Paper Puppet Request Board](print/check-a-request-board.pdf) uses two distinct fictional message panels, **PLEASE POINT** and **I WILL LOOK FIRST**, with a brief to show one message at a time to a pretend paper puppet. No real person is asked and no board is made unless an educator later chooses a separate trial. [Check B Paper Stop Gate](print/check-b-stop-gate.pdf) uses a large flat paper rectangle marker, a broad blank paper sheet and a printed **START → END** route on a clear tabletop. The child designs a broad fold intended to stop the marker before END in one short slow slide, then records **STOPPED / CROSSED / NOT TRIED** from an actual approved try only. Neither held outcome is prefilled. Do not rehearse these exact source labels/criteria in daily routine work before first responses.

**Evidence record:** note the child's idea, reason, chosen response route, adult content cues, who actually folded/turned/slid, what happened, and a next step. A child-directed adult move is a meaningful access route but is not silently treated as independent physical material handling. A plan-only child has a complete thinking task and a truthful unobserved making field. Store any real learner observations privately under school policy.