# Two held fresh learner checks · neutral public copy

Teacher keeps each fresh case out of ordinary practice until its designated day. These public materials are not secure exams. Read all numbered sources exactly/ neutrally; offer print, speech/sign/AAC/pointing/dictation, broad model/tactile/no-touch descriptions or adult-directed placement. Demonstrate mechanics on unrelated blank pieces only. Record first response/source and exact help before feedback/key. Ask short parts separately; the child can say evidence is missing or ask a question. Drawing, folding, walking, number naming and real K03 knowledge are not assessed. All places/people/events below are invented; no actual source/place/action is supplied.

## Check A · Day 165 · Paper Cove

Use [fresh A source sheet](print/check-a-paper-cove.pdf), two blank windows, square table/round box cues and broad SCREEN flap. Read four sources neutrally.

| Source | Exact invented words |
| --- | --- |
| 1 · Spot One | “Paper Cove, Spot One: a square table and one round box with two star marks are shown. A screen hides the area to the right. This is an invented drawing.” |
| 2 · Spot Two | “Paper Cove, Spot Two: the square table and two round boxes are shown. The first has two star marks; the second has one moon mark. This is another view of the same invented scene.” |
| 3 · two own reasons | “Rae says: The table matters to me for laying paper cards. Sami says: The round box matters to me for storing paper cards. Each gives their own reason.” |
| 4 · Paz's request | “Keep paper pages on the table. Ask me before moving boxes or the screen. This is a request, not a report of use.” |

1. Make or tell the two view windows. What is hidden in Spot One? Does a source say a box was added or moved?
2. Whose reason goes with the table? Whose goes with the box? Can both keep their own reasons? What do we still need to ask other people?
3. Make or tell a care tab from Paz's words. What must we ask first? Do we know someone followed the step? Tell what you actually made or did on your paper model.
4. Tell a short place/source account. Ask one useful question that the drawings cannot answer about a real place.

## Check B · Day 170 · Paper Lantern Bay

Use [fresh B source sheet](print/check-b-paper-lantern.pdf), new blank windows, rectangle pad/triangle holder cues, broad screen and paper page/cover. Read five sources neutrally.

| Source | Exact invented words |
| --- | --- |
| 1 · Spot One | “Paper Lantern Bay, Spot One: a rectangle pad and one triangle holder with three diamond marks are shown. A screen hides the area to the right. This is an invented drawing.” |
| 2 · Spot Two | “Paper Lantern Bay, Spot Two: the rectangle pad and two triangle holders are shown. The first has three diamond marks; the second has two dot marks. This is another view of the same invented scene.” |
| 3 · two own reasons | “Rin says: The pad matters to me for drawing paper patterns. Teo says: The holder matters to me for finding my paper patterns. Each gives their own reason.” |
| 4 · Ari's request | “Keep pattern pages on the pad. Ask me before moving holders or the screen. This is a request, not a use report.” |
| 5 · Miro's model report | “Before one model try, my paper guide was visible. In that try, a paper cover hid its corner. I have not tried this in a real place.” |

1. Show one feature in both view records and the hidden area in Spot One. Did a source say a holder grew or moved? Which source helps?
2. Whose reason goes with each feature? Tell a short source/place account; do we know everyone's reason?
3. Show or tell Miro's reported before/after. Does that tell what happens in a real place or every try? What source could help next?
4. Plan a care-guide tab using Ari's step and an ask-first cue. Is your tab a plan, a paper thing you made, or proof a visitor used it? Tell exactly what you actually made or did.