Per pair: two broad paper bases; a square SHELF outline and round RETURN TRAY outline per base; four large reusable folder cards marked 1, 2, 3, 4; six broad source pockets; E/F message frames; blank ledger/care-record paper; pencil or scribe. Teacher pre-makes bases and flaps. Mark identity with a numeral plus an agreed accessible raised/large cue; do not assess number reading. Use large pieces, adult placement or exact oral description. No small loose parts, sharp tools, glue, personal items, device or purchase is needed. All models stay on a table. Paper arrows describe a model, not a travel/emergency route.
Read the following exact invented sources; preserve their labels. Print pages illustrate source content, not actual observations. Earlier/later are source order, not real dates. Fiction has no actual classroom event or outcome.
| Source | Exact child-facing words | What the source supplies / leaves open |
|---|---|---|
| A · earlier location record | “Paper Kit Nook, earlier: folder 1, folder 2, folder 3 and folder 4 are on the square shelf. The round return tray is empty.” | Four distinct folder identities, features and earlier recorded places; not actual present conditions. |
| B · Uma's later location record | “Paper Kit Nook, later: folder 1 and folder 2 are on the square shelf. Folder 3 and folder 4 are in the round return tray. I did not record who put them there or why.” | Same four identities in two recorded places. No folder is absent from this whole record. Mover, cause, permission and compliance are not recorded. |
| C · Sol's care request | “Put a used folder in the round return tray. Ask me before putting it back on the square shelf. This is a request, not a report that anyone did it.” | A fictional local procedure, not evidence that a visitor acted or the real school's procedure. |
| D · Pia's own account | “Paper Kit Nook is special to me because I find my picture folders on its shelf. I have not spoken for anyone else.” | Pia's own reason; not every user's reason, mover's cause or evidence that real children belong there. |
| E · helper's plan | “I plan a picture message showing the square shelf and round return tray, using Sol’s words. I will ask Sol to check it.” | Proposed message and future source check. No completed message, approval, installation or use is established by E. |
| F · Sol's message check | “I checked the helper’s paper message. It matches my request. I have not reported how a visitor used it.” | Sol reports a wording check of the helper's paper message; no real approval, visitor action, learning or care benefit. |
Print pairs: earlier record, later record, care request, personal account, desk ledger, plan/source check, blank actual care record, fresh A, fresh B. Every PDF has an SVG sibling and an exact full text/tactile/no-print alternative. All source location diagrams have the square shelf/ledge/cabinet left and round tray/basket right; diagrammed identity/position must match A/B or the fresh source. Decorative circles/lines add no data.
Paper desk play: On Day 151 make the earlier base from A; Day 152 make a separate B base while keeping A. On Day 153 make a C request flap. On Day 154 add a PIA SAYS message. Day 156 make a proposed care message, Day 157 compare wording to C/F, Day 158 practise with a new paper folder and record actual child-model making/placement separately. Never change an original source to make the model look successful. Day 159 keep source records, planned message, source-checked message and child's practice record visible together. If an adult makes a piece, record that help; do not call it independent child work.
Actual-place materials: educator-approved shared resource place and stable observation point; permissioned ordinary shared items/feature descriptions; exact approved procedure/account; blank local record; existing school-approved materials for one modest care task or picture cue. Use only preflighted steps. Prefer an ordinary learning shelf/return space with no borrowing history or personal labels. Do not remove, label, rearrange or repair real property without permission. If individual items cannot safely be matched across views, record the features and limits; use the complete paper case for identity comparison. No actual place/person/date/account/procedure is pre-filled.