# Original picture-response cards, map models and exact text alternatives

**Status:** draft; educator, accessibility, privacy and local-syllabus review pending. All cards, words, diagrams and keys here are original, © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); separate ACARA source rights are in [README.md](README.md). Print A4 at actual size or adapt with larger/raised objects. The map and fixed decks are **fictional**. A live class data count is whatever was actually received; never copy a fixed-deck answer into a real class record.

## Data question and three unambiguous response choices

**Given question:** “What should our page show first: CLOSE, WIDE or PAIR?” Show the original invented cup-and-tray [English two-view illustration](../../../english/term-2/weeks-17-18/two-views-scene.svg) or read its exact alternative first. This asks for one **page-layout choice**, not the child's best way to learn. The three [original print icons](view-choice-data.svg) and [cut-out card sheet](picture-response-cards.svg) have both a distinct outline and an adult-readable word:

- **C · CLOSE**: one small rectangular frame containing one cup-on-tray mark.
- **W · WIDE**: one large rectangular frame containing the cup-on-tray mark and a separate bin mark.
- **P · PAIR**: two small frames side by side, one close and one wide.

Every voluntary response uses **exactly one** of these categories. P means “show both together” and is **one response**, not two. A child can pass; a pass produces **no card in these categories** and no inferred preference. If a response is unclear or more than one choice is marked, ask privately for one clear choice; otherwise keep it unclassified and note that count separately. Do not put names, photos or child quotes on the tokens. A child may choose by touch, word, shape description, AAC, sign or confidential child-directed adult placement. The adult collects folded cards or the same large anonymous counters in covered category envelopes. Record actual response count, not class enrolment.

**One-to-one display rule:** physically sort each received card into one category. Pair each card to **one** picture mark in the corresponding chart lane, starting at the bottom or a clear consistent end. Recount objects and marks. A picture mark stands for **one response received**, never two; drawing two marks for one card creates false data. If a lane fills, extend it onto another sheet and carry the count; never truncate the real total.

```text
OUR GIVEN QUESTION: What should our page show first: CLOSE, WIDE or PAIR?
DATE / SOURCE: _____________________  REAL / FICTIONAL (circle one)
HOW MANY VOLUNTARY RESPONSES WERE ACTUALLY RECEIVED? __________
HOW MANY WERE UNCLEAR / UNCLASSIFIED? __________

C CLOSE    cards: __________    marks: __________    count: ________
W WIDE     cards: __________    marks: __________    count: ________
P PAIR     cards: __________    marks: __________    count: ________

CLASSIFIED TOTAL = C + W + P: ________
CHECK: classified total + unclear = all received: _______________
FROM THE CLASSIFIED RESPONSES, I CAN SAY: ________________________
I CANNOT TELL FROM THESE RESPONSES: _____________________________
```

The SVG page has three large word-and-shape key cards at the top and three open chart lanes below; it does not preprint a result. Its footer asks for real/fictional source and total. Plain text above is the exact alternative. For a tactile page, give each lane a raised shape border and move one identical large counter per response; distinguish the category by lane position, word and raised icon, not colour alone. Use a local private record for exact actual counts.

## Fixed fictional practice decks and answer keys

Make one large picture-response card for each item count in a deck. Shuffle, collect from a bag **one at a time**, and sort by the stated category; these decks are invented **response sets**, not a survey of a real class. The same C/W/P picture meanings apply. Keep the key covered until the first independent count. For a small fresh try, prepare the stated subset without reusing an already answered count.

| Deck | Exact shuffled contents to prepare | Key after sort | Use |
| --- | --- | --- | --- |
| **P1** | 4 C, 3 W, 2 P | C 4 most; P 2 fewest; total 9 | Day 81 model and sorting |
| **P2** | 2 C, 4 W, 4 P | W/P tie at 4; C 2 fewest; total 10 | Day 82 one-to-one display |
| **P3** | 3 C, 0 W, 2 P, with a labelled empty W lane | C 3 most; W 0; total 5 | Day 83 private rule rehearsal |
| **F85** | 1 C, 3 W, 2 P | W 3 most; C 1 fewest; total 6 | Day 85 fresh independent transfer |
| **A90 · hold out** | 2 C, 3 W, 3 P | W/P tie at 3; C 2; total 8 | Day 90 assessment only |

**Short reset deck for exact reteaching:** 1 C, 2 W, 0 P; classified total 3. Use only after a first response is recorded. The empty P category is a **count of zero**, not an absent question choice. If a deck card is misplaced or missing, count what is physically present and check the preparation; never force the printed key onto an incomplete deck.

## Optional different-life-domain practice, kept separate from the class question

The procedure transfers to other familiar objects without claiming real observations. These are original **fictional card sets**; label their own question, source and key. The same one-item/one-mark rule applies.

| Set | Given question | Fictional cards and key |
| --- | --- | --- |
| Art trolley | Which tool label occurs most in this made-up trolley set? | brush 5, crayon 3, sponge 1; brush most, total 9. |
| Table-setting picture set | Which object picture occurs least in this made-up set? | cup 4, plate 3, spoon 2; spoon least, total 9. |
| Shared-yard symbol bag | Which map-place symbol occurs most in this **paper** bag? | bin 4, bench 3, gate 2; bin most, total 9. These are tokens, not a count of actual bins. |
| Gallery-shape labels | Are any two labels tied for most? | circle 5, square 5, triangle 0; circle/square tie, total 10. No photographed artworks are needed. |

For any card that could fit two everyday descriptions, the **printed/tactile category key** decides its category in that deck. Accept an alternate defensible sort only after the learner states a new rule and re-sorts **all** cards consistently; do not mix rules within one count. Do not conclude that a person prefers a view because a deck has more of that card.

## Fictional shared-yard map A · Days 86–89

The [original map](shared-yard-map.svg) is an A4 **paper model**. Orientation is fixed with **GATE at bottom**. Four large symbol cards: **GATE** at bottom centre (double bar), **BENCH** in the centre (long rectangle), **SHADE** at upper left (triangle roof), and **BIN** at upper right (open cylinder). The thick solid paper paths are **GATE—BENCH**, **BENCH—SHADE**, **BENCH—BIN**, and **SHADE—BIN**. There are **no other drawn path links**. A marker at BENCH can reach BIN directly on one drawn link; if the BENCH—BIN paper link is covered, the paper alternative is BENCH—SHADE—BIN. The cover does **not** mean a real path is closed. Page position words are relative to the page as held with gate at bottom: SHADE is above-left of BENCH; BIN is above-right of BENCH; GATE is below BENCH. For a tactile version, raise the four symbols and the four solid links, place a large movable marker on a named place, and use a removable wide paper strip to cover a closed link.

```text
                     [SHADE]--------[BIN]
                         \          /
                          \        /
                           [BENCH]
                              |
                            [GATE]

Only the four printed connections are paths. This is invented, not a real site.
```

**Checkable paper paths:** GATE→BENCH→BIN (2 links); GATE→BENCH→SHADE (2 links); with direct BENCH—BIN link covered, GATE→BENCH→SHADE→BIN (3 links). The number of drawn links is **not** a real distance, walking time or safety guarantee. Use “next to, above, below, left/right on this page, between along this stated route” with the named reference. If a learner turns the page, reset it with GATE at the bottom before scoring left/right. A real classroom body-position item on Day 86 uses an actual adult-checked desk/mat reference; the paper map alone does not prove the child's own physical location.

## Fresh map B · Day 90 only

Keep the [assessment map](fresh-map.svg) covered until the Day 90 fresh check. It is a **different invented layout**: GATE bottom left; BENCH middle left; SHADE middle right; BIN upper right. Only solid links GATE—BENCH, BENCH—SHADE, SHADE—BIN and BENCH—BIN are paper paths. With gate at bottom, SHADE is to the right of BENCH, BIN is above SHADE, and GATE is below BENCH. GATE→BENCH→BIN is 2 links; GATE→BENCH→SHADE→BIN is 3. A learner can trace either route if the instruction is simply “reach BIN”; for “go by SHADE,” the latter is required. No real yard is described.

```text
                                      [BIN]
                                     /   |
                     [BENCH]--------[SHADE]
                        |      (BENCH—BIN is also a direct link)
                      [GATE]
```

The text diagram cannot show the diagonal direct BENCH—BIN link reliably; the **explicit link list above** is authoritative for a tactile or spoken version. Adult reads place labels if needed; mathematical evidence is the learner's location relation and connected route, not label reading.

**Reusable evidence line:** date / learner code / exact question and source / actual object or response count / first independent action and explanation / mathematical hint or access support / next move. No names on a public display; store class and individual records under school rules.