A teacher reads these invented sources neutrally or offers their exact linear/tactile alternative. Point, speak, sign, use AAC, draw or direct an adult; adult help must not supply conclusions. These are not secure exams. No real family, place, route, culture, visitor quote, consent or Country/Place disclosure is required. First responses and prompts are recorded before feedback.
Check A · Day 105 · Ribbon Room
Use the new large A4 illustrated source. The room and every person are fictional.
Source 1 · keeper Paz's feature card: “The pretend Ribbon Room has an oval table and a square notice board.” The drawings are icons, not a map, safety record or report of people's feelings.
Source 2 · Nola's personal note: “The oval table matters to me because I can sort paper boats there.” Status: Nola has not been asked to put this sentence in a public guide. This is one person's view, not a public permission.
Source 3 · Lu's proposed public guide: “Ribbon Room has an oval table and square notice board. Nola says the table matters to Nola. Everyone loves the oval table.” The proposal has not been posted; Lu supplies no all-visitor accounts or new permission.
- Name or point to the two features Source 1 supports. Does it tell where they are in a room?
- Who says why the oval table matters to them? Say the reason and the exact public-share status.
- Sort Source 3: one feature fact may be used in a pretend guide; which personal quotation must wait, and which “everyone” sentence needs evidence?
- Tell a cautious guide sentence that could be used from these fictional sources now. Ask one question about permission or other visitors that remains open.
This case cannot authorise a real public guide or demonstrate any actual place's accessibility or popularity.
Check B · Day 110 · Copper Room
Use the new large A4 illustrated source. The room, people and permissions are invented.
Source 1 · keeper's feature card: “The pretend Copper Room has a triangular craft desk and a round reading cushion.” The two icons do not show where either feature is placed or whether everyone can use it.
Source 2 · Miko's note and status: “I like the triangular craft desk for folding paper.” Fictional status: Miko agrees that this exact sentence may appear in the pretend guide with Miko named. It says only what Miko likes.
Source 3 · Dara's note and status: “I like the round reading cushion for quiet looking.” Fictional status: Dara declined public use of this sentence. It may be discussed as a source in the exercise but must stay off the pretend public guide.
Source 4 · editor's unposted draft: “The room has a triangular craft desk and a round reading cushion. Miko and Dara like these features. All visitors enjoy the room.” The editor has no all-visitor evidence; the draft is not permission to share Dara's words.
- Identify one feature from Source 1. What does the feature card leave unknown about position or use?
- Match Miko and Dara to their own reasons. Whose exact sentence may be put on the pretend guide, and whose must be held back?
- Which part of Source 4 is supported by Source 1? Why must “all visitors enjoy the room” stay out?
- Tell or build a two-source mini-guide for a willing listener: one feature fact and one permitted, attributed view. Name one unanswered question. No real display is needed.
No real person's consent or child outcome is established by these cards.