Pebble Room Shared Bench archive
Every name, Story Day, feature and statement below is invented. Treat each as a source inside a made-up case, not a record of a real person, room, access need or successful care action.
- A · Mara's Story Day 1 room sketch: a WIDE BENCH on the LEFT, a PAPER RETURN TRAY in the CENTRE, and a DISPLAY BOARD on the RIGHT. These are actual drawn shapes with labels on the large source page. A paper map can record relative location but cannot prove a room exists.
- B · Rafi's Story Day 1 request: “I would like a large picture label beside the paper return tray so I can find it.” Rafi wants a label; this does not show one exists or that it would work. Large request.
- C · Mara's Story Day 1 plan: “I plan to put one large picture label beside the tray tomorrow.” A dashed label rectangle sits beside a drawn tray to show intended placement. Large plan.
- D · Ivo's Story Day 2 attributed note: “I saw a large picture label beside the tray. The wide bench was still on the left.” This is a fictional person's report, not the class's direct observation. It does not report that anyone used the label or that it helped. Large note.
- E · Rafi's later view: “I like seeing a picture label beside the return tray.” This is Rafi's individual preference, not a usage count or proof of benefit.
- F · Uma's later view: “I prefer looking at the display board from the wide bench.” This is Uma's individual preference; it does not disagree about whether Ivo saw a label. Large two-view page.
The four-field source/effect mat separates request, plan, reported later and effect still unknown. Day 45 and Day 50 use independent Sage Room and Horizon Room check cases, not these lesson sources. All sources are newly authored for SubjectNest, with full linear words and tactile-equivalent directions.
Teacher preparation and private evidence
Print or display A–F and the mat, or draw the three broad A-map regions and read the exact words. No tiny loose cards, screen, travel, family interview or expensive kit is needed. Keep a private child line with day, exact source-linked response or pointing location, response route, adult support and one next move under school rules. Do not upload completed child work or record a child's image/location in this public pack.
For the fresh checks, provide the learner questions and A4 check page, collect first responses, then use the publicly accessible key. A child may take longer than the seven-minute response phase; split the check and record assistance rather than treating pace as attainment. If you bring in a real familiar-place source, use the local-source gate before teaching or claiming K03. K01/K02/K04 remain separate authentic-source work.