# Exact fictional sources and five-minute preparation

All prop lists and people below are **invented**. A drawing of a panel/tube/block is an original picture, not a real inventory or evidence of motion. The paper and [offline interaction](interactive/copy-checker.html) teach representation and copy correction. Only a child's observed use of an actually running, locally approved digital system can contribute to K01; use [DEVICE-GATE.md](DEVICE-GATE.md). No actual child data is typed, captured or uploaded.

## Source A · Paper Maker Cart

The [pictorial A4 source](print/maker-cart-source.pdf) shows four large drawn props, numbered in reading order: **1 PANEL**, a square within a square; **2 TUBE**, a cylinder outline; **3 PANEL**, the same nested square; **4 BLOCK**, a rectangular solid with a sloping top edge. Agreed letter symbols are **P T P B**. Two entries are PANEL, one is TUBE and one BLOCK. A printed/screen prop is a **picture**, not a physical object. For object representation, use four **large safe physical tokens** as stand-ins, one per source position, named or textured as needed. No small pieces, actual tube or block purchase is required.

## Source B · Puppet's mistaken copy

The [copy board](print/copy-mismatch-board.pdf) prints **SOURCE P T P B** and **PUPPET COPY P T B B**. Position **3** differs: source P, copy B. Replacing copy position 3 with P produces **P T P B**. This is worked lesson practice, not a fresh check. Both rows have four positions; category totals differ because of one miscopy. Ask children to compare against the source before declaring the puppet wrong. The [three-way mat](print/four-entry-three-way-mat.pdf) supports broad physical object, picture and symbol rows.

## Source C · System and purpose

The [original A4 system drawing](print/hardware-software-flow.pdf) genuinely depicts a **keyboard**, **screen** and **running copy-checker window**. Keyboard/screen are hardware examples; the [offline HTML copy checker](interactive/copy-checker.html) is software. Its purpose is to compare an invented source with a symbol copy and help repair a mismatch. A **printed drawing** only supports recognition discussion. For conditional K01 evidence, a school approves a supervised accessible actual device, the child controls a meaningful input and observes output, then communicates the running software and purpose with their chosen route. Follow [the device gate](DEVICE-GATE.md). Clicking without understanding or an adult demonstration is not enough.

## Source D · Personal category without any value

The [empty category cards](print/empty-personal-cards.pdf) say **MY NAME (empty)**, **MY FACE PHOTO (empty)**, **MY VOICE RECORDING (empty)**, and **PLAIN PANEL ICON (neutral)**. A child may identify which *kind* of data could be personal and owned by them **if filled**, but no value is given, written, spoken publicly, photographed or recorded. This is a partial introduction to AC9TDIFP01, not a legal ownership rule, complete privacy education or request for disclosure. Use school safeguarding procedures if a real concern arises. The [source/copy/device evidence mat](print/source-copy-device-mat.pdf) keeps paper representation separate from actual system observation.

## Held checks

- **Day 15 Check A:** [Paper Shape Depot source](print/check-a-shape-depot.pdf) shows **ARCH, TILE, ARCH, RING** in four original large pictograms; symbols **A T A R**; puppet copy **A T R R**. The empty personal category is **MY NAME** versus a neutral prop icon. This data is not used in Days 11–14 practice.
- **Day 20 Check B:** [Paper Form Drawer source](print/check-b-form-drawer.pdf) shows **WEDGE, DISC, WEDGE, SLOT**; symbols **W D W S**; puppet copy **W D S S**. The empty personal category is **MY FACE PHOTO** versus a neutral prop icon. This data is not used in Days 16–19 practice.

Keep the check sheets separate until their day and collect first responses before opening the [public teacher key](teacher/KEY-AND-NEXT.md). They do not test K01 actual device use.

## Five-minute setup and private evidence row

Print a source/mat or use its [full linear and tactile equivalent](print/TEXT-ALTERNATIVES.md); prepare four large safe physical tokens if teaching the object form. An adult can draw the original silhouettes with a thick line. Make school-approved AAC/tactile labels as needed. No printer or device is essential for the K02/P01 paper route. For optional device use, check local policy, accessibility, supervision and offline state *before* the child sees the app.

Privately note day, source entries, child's physical tokens/pictures/symbols, error-location reason, route and content cues. In a **separate K01 field**, note actual device used or **NOT OBSERVED**, child-controlled input, screen output, software rule and purpose. Keep real child records in the school's approved system; do not upload to SubjectNest.