# Fictional source set and preparation

## Ripple Hall Paper-Card Show archive

- **Source A · Story Day 1 invitation:** an invented invitation says, “Tomorrow, on Story Day 2, we plan to show two large paper cards in our invented Ripple Hall.” It is a future invitation, not proof the show occurred. [A4 source](print/ripple-invitation.pdf).
- **Source B · Story Day 1 plan:** invented Miri plans **two large cards on WALL PANEL** and **one broad empty card box on TABLE**. This is a planned picture arrangement, not an observed layout, real access design or safety instruction. [A4 plan](print/ripple-display-plan.pdf).
- **Source C · Story Day 2 attributed after-note:** invented Nia writes, “I saw two large paper cards on the WALL PANEL: one curved-line card and one dot card.” That is an attributed fictional report, not a teacher's direct observation. It says nothing about whether the planned table box existed. [A4 note](print/ripple-after-note.pdf).
- **Source D · Nia's attributed view:** “I liked seeing the curved-line card on the wall panel.” This is Nia's invented preference, not evidence that everyone liked it.
- **Source E · Tao's attributed view:** “I would rather have a large card on the table to look at.” This is Tao's invented preference, not a completed change, a real need assessment or a report that the table card was present. [A4 views](print/ripple-views.pdf).

The show, Story Days, Ripple Hall and all names are fictional. A, B and C allow children to order **invitation/plan/report** and tell what each source can establish. D and E offer two perspectives on an invented place; they are not a survey. No one checked whether the real world matched any plan or report. The card shapes are simple original paper marks, not a cultural motif, mathematical repeat task or Arts assessment. A teacher may say “the fictional story reports that Nia saw two cards”; do not turn that into “our class saw two cards.”

## Prepare

Print or read Sources [A](print/ripple-invitation.pdf), [B](print/ripple-display-plan.pdf), [C](print/ripple-after-note.pdf) and [D/E](print/ripple-views.pdf). Add the [source-sequence mat](print/source-sequence-mat.pdf) and [place-care mat](print/place-care-mat.pdf). Large hand-drawn boxes and the [full text/tactile directions](print/TEXT-ALTERNATIVES.md) work without printing. Use broad paper regions; do not cut tiny cards, require loud sound, perform a real sign action, or collect a child's image/account/location.

Keep a private teacher row per child: day, source and exact child response, pointing location/route, adult prompt, one next move. Use school privacy rules. No completed child row belongs in the public pack. If a school elects authentic place/event/Country teaching, first use [the local-source gate](LOCAL-SOURCE-INSERT.md). A fictional event cannot meet K02.

For Days 35 and 40, give the independent [student check questions](STUDENT-CHECKS.md) with the new [Cloud Room](print/check-a-cloud-room.pdf) and [Quiet Card Nook](print/check-b-quiet-card-nook.pdf) sources. Collect first responses before using the publicly accessible teacher key. If prior check access matters, author new parallel cases; these are formative, not secure.