# Fictional source set and preparation

## 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](print/pebble-room-sketch.pdf). 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](print/rafi-request.pdf).
- **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](print/mara-plan.pdf).
- **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](print/ivo-later-note.pdf).
- **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](print/pebble-views.pdf).

The [four-field source/effect mat](print/source-effect-mat.pdf) separates **request**, **plan**, **reported later** and **effect still unknown**. Day 45 and Day 50 use independent [Sage Room and Horizon Room check cases](STUDENT-CHECKS.md), not these lesson sources. All sources are newly authored for SubjectNest, with [full linear words and tactile-equivalent directions](print/TEXT-ALTERNATIVES.md).

## 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](LOCAL-SOURCE-INSERT.md) before teaching or claiming K03. K01/K02/K04 remain separate authentic-source work.