Your educator gives the new fictional paper sources and reads their words. These are public formative checks, not secure exams. Keep your first child-controlled map/question/source answer before feedback. You may point, draw, sign, use AAC, speak or direct an adult's broad-card moves. An adult can read or move what you direct without giving you a place, speaker, sequence or conclusion. No real home, family, culture, school layout or personal favourite place is asked for.
Check A · Day 5 · A new paper learning room
Your teacher gives a new invented Paper Kite Room map with labelled cells, two made-up speaker cards and one care card. These people/places are not real.
- Map record: the teacher asks, “Where is CARD RACK on this map?” Put a broad marker on its cell or make a matching grid mark. Show the printed label/cell that supports your record.
- Two views: hear Lumi's and Oko's exact cards. Tell which place Lumi says matters and why, and which Oko says matters and why. A speaker's view belongs to that speaker; no card tells what everybody thinks.
- Care source: the care card describes a paper label that slipped. Tell what it says an adult did in the invented story. Give one safe child idea, such as asking an adult for help, and say what you cannot conclude about a real place.
Choose A/B/C; every route completes all three tasks:
- A · Broad map/source cards: place one map marker, pair the two voice cards with places and put source/action cards in separate zones.
- B · Drawn record: mark the map cell, draw two speaker/place links and a two-box care source/suggestion note.
- C · Child-directed adult: tell an adult which label to point to and how to place cards; give your own speaker reasons and limited conclusion.
After feedback only: Day 5's learner card offers a different paper-room story. No personal family or location details are needed.
Check B · Day 10 · A new paper sign story
Your teacher gives an invented Paper Workshop Pavilion: a small labelled map, one printed visitor line and three sign-making source pictures. None reports a real visitor test.
- Map and question: find CARD DESK on the new map and make one question the map or pictures could answer. Show which printed part gives your answer.
- Pictorial timeline: the three sign pictures are mixed up. Put them in before, next, after order, pointing to one visible detail in each source picture.
- Visitor source and conclusion: tell what the fictional visitor actually says, which place/sign the words match, and what the sign is intended to help with. Does the paper source show that the visitor successfully used it? Mark that as unknown if no such source is given.
Choose A/B/C; every route completes all three tasks:
- A · Broad pieces: move the CARD DESK marker and three source cards; point to the visitor line.
- B · Drawn record: mark one map cell, make a three-frame timeline and draw/write/dictate your question and evidence sentence.
- C · Child-directed adult: tell an adult where/order to place the pieces, ask your question and give your own source-limited conclusion.
After feedback only: Day 10's learner card offers a different invented sign story. A sign drawing can show an intended purpose; it cannot prove actual usability or safety.