# Fictional source folder and quick preparation

Print or display the [eight A4 aids](print/TEXT-ALTERNATIVES.md); offer their exact linear reading and tactile/no-print routes. Prepare four large source letters A–D, two cards saying **SOURCE SAYS** and **NOT TOLD**, and a private first-response record. A blank folded sheet or removable shapes can represent the sign. No real child names, photos, addresses or interviews are needed. Never present this fiction as a visit or observation.

- **A · undated object drawing:** A rectangular paper Story Table sign has one blue circle above three blue wavy lines and a hole at its top for hanging. The drawing shows appearance; it names neither its maker nor whether it helped anybody. See [object sketch](print/story-sign-sketch.pdf).
- **B · maker note, dated 12 June in the invented story, by Ivo:** “I made the paper sign for our pretend Story Table. I drew a blue circle and three wavy lines so my friend could find the table. I do not know whether every visitor used it.” This is Ivo's report and stated purpose, not a class-wide result. See [maker note](print/ivo-maker-note.pdf).
- **C · display caption, dated 14 June in the invented story, by Sol:** “I copied Ivo's note for this label. Ivo made the blue paper sign. Everyone found the table because of it.” Sol identifies a copied part and adds an unverified conclusion. The 14 June date does not make that conclusion true. See [later caption](print/sol-display-caption.pdf).
- **D · visitor note, dated 15 June in the invented story, by Tala:** “I saw the blue circle when I visited. I found the Story Table after asking Ivo where it was. I cannot speak for other visitors.” Tala reports one person's experience. This does not settle every visitor's experience or prove the sign never helped anyone. See [visitor note](print/tala-visitor-note.pdf).

The “dates” are source labels in a made-up record, not current classroom dates or the year a real event occurred. Reading B before C helps children recognise what was copied; reading D later makes the evidence richer without closing the universal question. Preserve each speaker's own scope. Use [source sort mat](print/source-sort-mat.pdf) and [explain-to-someone mat](print/explain-to-someone-mat.pdf) for sorting and sharing. A child can choose which source-supported detail to explain. Adult help may read or scribe but should not provide the conclusion during checks.