Print/display the eight A4 aids or use their exact linear/tactile/no-print readings. Prepare one large paper outline of a narrow strip, three raised short-bar lines and one large round-hole ring. Keep DRAWING, CATALOGUE, MIRA SAYS, DRAFT and CORRECTION cards separate. These are wholly fictional source records; no surviving object, actual interview, real user's permission or past event is supplied. Do not infer texture, material identity, actual use or accessibility from drawn marks.
- A · Paper Marker Box drawing: A narrow upright strip outline with three dark bars and one round hole. The drawing can show those marks and their drawn positions. It does not show who made or used an actual object, what material it was, or what happened later. See the A4 archive card.
- B · catalogue line: “Paper Marker Box: narrow strip drawing, three dark bars, one round hole. Use not recorded.” This is a written catalogue description of A, not a test or a witness account. It appears on the same archive card.
- C · Mira's maker note: “I drew the three bars so I would remember which tray to return my model to.” The note tells Mira's stated purpose. It does not show that anyone returned a model or that all later users shared Mira's purpose.
- D · later draft caption: “Mira said this was a bookmark that everyone used.” The draft is an unsupported public claim. A/B do not record use; C reports a different personal purpose. Neither C nor the correction proves nobody ever used the strip as a bookmark.
- E · Mira's correction to the caption: “I did not say it was a bookmark. I said I drew the bars to remember my tray. I do not know how anyone else used it.” The correction corrects an attributed report, not the whole history of a real object. It does not grant permission to publish a real person's words.
Use the source-scope mat to separate picture/label, named account, unsupported draft and unknown use. Use the caption-revision mat to draft a source-labelled caption and an open question. The teacher may read verbatim, sign, use AAC, scribe or offer raised paper shapes. No learner must touch a material or reveal personal history. The fresh check cases have different marks, people and claims; do not preview them in ordinary practice.
Paper preparation for all ten days: make broad, fixed, easy-to-grip cards labelled A DRAWING, B CATALOGUE, C MIRA SAYS, D DRAFT, E CORRECTION, SHOWN, NOT RECORDED, SUPPORTED, OPEN, MATERIAL, USE, CORRECTED, STILL UNKNOWN, OTHER USERS, EARLIER, LATER and AFTER. SHOWN/NOT RECORDED and SUPPORTED/OPEN are two paper trays or drawn boxes; the “NOT EVERYONE mat” is a blank paper area beside C for statements outside one speaker’s scope. No extra download is needed. Prepare a blank response record and caption strip; a scribe or exact oral description replaces any card manipulation. Use large fixed pieces and school-approved glue/tape; no cutting, small loose tokens, actual artifact handling or touch is required. Inspect paper edges, materials and chosen communication support locally. Keep the Larch/Cove pages out of ordinary practice until their scheduled checks.
Paper museum / repair station setup: one broad display base, a pre-made frame, blank paper question flaps, an empty USE window, two large pockets, a pre-folded caption tent, wide removable paper flags and a five-station pre-folded strip. Prepare these yourself or invite child-directed making during the named inquiry time. Large attached flaps replace loose clips. Any child-made drawing is marked COPY. These are representations of the supplied fiction, never authentic objects, new witness sources or tests. On check days use only fresh numbered source cards and blank folders/strips with no answer headings. A child may direct every placement while preserving the source reasoning; no folding, cutting, handwriting or motor skill is being assessed.