Folio Room Picture Board archive
All people, place features, maps and reports below are made up. These sources are paper representations of a story, not real room observations, tested designs or records of actual sharing.
- A · Neri's Story Day 1 map: in a three-zone drawing, a wide DESK on the LEFT holds the picture board, an open TRAY is in the CENTRE, and an unoccupied EASEL is on the RIGHT. The board is drawn resting on the desk. A4 first map.
- B · Neri's Story Day 2 map: the same three broad zones appear, but the board is drawn on the RIGHT EASEL; desk remains left and tray centre. The two dated paper sketches differ. They alone cannot tell who moved a physical board or whether there was a real room. A4 second map.
- C · Neri's Story Day 1 turn plan: the intended order for using the picture board is EVA FIRST → ION NEXT. A planned order is not a log of actual turns or their duration. A4 turn plan.
- D · Ion's Story Day 2 attributed note: “I used the picture board after Eva at the RIGHT EASEL.” One fictional participant reports one use in that order and place. Ion does not state duration, what Eva did, how many others used it, whether turns were equal, or what everybody needed. A4 note.
- E · Eva's Story Day 2 view: “I liked drawing with the board at the left desk.” This is one speaker's preference about an earlier use, not a measured design result.
- F · Ion's Story Day 2 view: “I liked looking at the board on the right easel.” This is another speaker's view, not proof that everyone could see it or preferred it. A4 two-view page.
Use the source-comparison mat to sort Day 1 map, Day 2 map, plan, later report and what remains unknown. The new Reed Room and Birch Room formative checks use different fictional sources, not Folio Room. Every A4 page has full linear words and tactile-equivalent directions.
Prepare and record privately
Print or display the A–F pages, or draw the broad shapes and read the exact source words. No tiny pieces, screen, real tool exchange, performance or family interview is required. The illustrated desk, open tray, easel and board are simple invented forms, not a cultural motif, accessible-route plan or maths material to count. Keep a private teacher line with day, exact child source-linked response/point, route, adult support and one next move under school rules. Do not upload completed child work, photos or location records to this public pack.
For Days 55 and 60, provide only the check source page and learner questions, collect first responses, then use the public teacher key. A child may need more than seven minutes or a second sitting; record that support honestly. A school intending to make a claim about a real place or a real shared-tool routine first uses the local-source gate. K01/K02/K04 need separate authentic-source learning.