These public checks are new relative to the teaching and worked examples, not secure examinations. Keep each case unseen until its day. Read the complete text neutrally. Give access support such as reading, AAC, enlarged text, a private response or broad tactile labels without pointing to content answers. Capture the first independent response before feedback, then consult the separate teacher key. Record any content cue and attempt again later with a different case. Do not ask for a real safety disclosure, use peer possessions or infer real conduct from paper. A real concern is handled immediately under school policy. A child may pass on acting.
Day 15 · fresh Case F · the silver stencil tray
Complete fictional source. “In a made-up classroom, a class-owned SILVER STENCIL TRAY is beside a folding class stand. Pema asks an adult, ‘May I use the silver stencil tray now?’ The adult says, ‘Not now; it is in use.’ Pema leaves the tray. Pema then needs a different class-owned stencil surface. Pema asks school-approved Adult A, ‘Could you help me find another class stencil surface?’ Adult A says, ‘I cannot help right now.’ In this invented story, Adult B is the school's verified next adult and Pema stays in the supervised room. No real school's adults are named here.”
Learner questions, same target through speech, sign, AAC, pointing or private answer:
- Which exact words answer Pema's permission request? What should happen to the tray now?
- Which exact words tell Adult A what help Pema needs?
- What is Pema's next approved help step in this fictional story? What must a real school verify before using that route?
Teacher capture: record exact first response, access support, content cue if any, and FICTIONAL REASONING / HELP REHEARSAL. No paper score certifies a child can obtain help or act protectively in a real concern.
Day 20 · fresh Case G · the paper ferry board
Complete fictional source. “A made-up PAPER FERRY BOARD has a wide paper path from DOCK RED to DOCK BLUE. A REST BAY is drawn beside the path. The printed rule says: ‘One large paper ferry marker on the path at a time. Pause at the agreed signal.’ On the picture, a pretend maker is still at DOCK BLUE. Another pretend maker says, ‘I want my turn now. Make the first maker go faster.’ A third pretend maker says, ‘Let the first turn finish safely; wait in the rest bay until the path is clear.’ Nobody in a real class has played this game in this source.”
Learner questions, same target through speech, sign, AAC, pointing or private answer:
- Which printed rule tells us when another paper marker may enter the path? Give its exact words.
- Which proposed change gives the first maker room and a fair next turn? Explain what it changes without ranking speed.
- Does this picture prove a child followed a rule or moved a real object? What kind of real, safe observation would be needed to record that separately?
Teacher capture: record exact first response, access support and any content cue as FICTIONAL RULE REASONING. If an individually suitable, locally approved actual activity is separately chosen and observed, record that event with date, action, setting and supports; otherwise write PHYSICAL ACTIVITY NOT OBSERVED. Do not require actual movement to answer this check.