Read these exact fictional statements. The illustrated A4 sources provide full linear words, visible shapes and tactile/no-print equivalents. The square, people and keeper are invented; no real school, family, public place, permission or action is documented.
- A · overhead pictorial map: The plan labels an arched gate at the lower edge, a broad curved walkway through the middle, a triangular shade roof at upper left, a rectangular bench at upper right and two round planters on the far/right side. The illustrated map locates these drawn features. It does not show why anyone values them, actual access, permission, weather or care results.
- B · eye-level sketch from the gate: The large sketch shows the arch, triangle roof, rectangular bench and one near round planter. It does not show the far planter; this means outside this sketch, not removed from the square. The drawing is not a photograph of a real view.
- C · attributed individual notes: Mira: “The shaded bench is special to me because I like to sit there and read when I visit.” Theo: “The broad walkway matters to me because I can bring my game trolley through it. I do not know why Mira likes the bench.” The voice page does not speak for everyone or prove a real physical accessibility condition.
- D · keeper Ren's instruction: “Please keep portable game cards off the broad walkway. Ask the square keeper before moving a fixed bench or planter. I have not reported whether anyone followed this request.” The instruction page is a fictional instruction, not an observation of compliance or a real school rule.
Use the symbol key mat to connect outline to feature; use the claim/source mat to keep MAP LOCATION / PERSON'S REASON / KEEPER ASKS / STILL UNKNOWN separate. Check A and B are fresh unrelated invented settings. Keep those pages unseen until Days 85 and 90. Present all sources neutrally; child can point to whole-page sources, use speech/sign/AAC, draw, or direct an adult to mark broad shapes. No fine cutting, outdoor visit, photograph, family interview or device is required. Record first wording and adult help privately.
Teacher setup: print/display whole pages or redraw broad gate, triangle, rectangle, two circles and curved path on ordinary paper; make large A/B/C/D source labels and four broad claim categories. Do not turn a paper map into a walking route or permission for an actual place. A pupil who declines local disclosure receives the entire fictional route. The separately approved real shared-place inquiry in integrated Week 18 has its own safety, authority and result record.