# Preparation and original A–F paper aids

Print A4 at actual size, or read/build the [exact text/tactile route](print/TEXT-ALTERNATIVES.md). Use broad adult-prepared flaps or large removable cards, safe blunt edges and local supervision. No child has to cut, stick, fold, see colour, read signs independently or touch materials. A neutral adult can operate the board on the child’s instruction. Put pieces away under local age-safety practice.

### A · Two-path branch map

[SVG](print/branch-map.svg) · [PDF](print/branch-map.pdf). One START: CIRCLE MIDDLE. Two separately labelled possible endings: A CIRCLE LEFT, B CIRCLE RIGHT. Use to distinguish a fork from a three-step line on Day 21.

### B · Choice signs

[SVG](print/choice-sign.svg) · [PDF](print/choice-sign.pdf). SQUARE sign pairs with LEFT ending; CIRCLE sign pairs with RIGHT ending. The signs may be replaced with other distinct large symbols or textures. Use Days 22 and 28.

### C · Reveal board

[SVG](print/reveal-board.svg) · [PDF](print/reveal-board.pdf). Static instructional views of both ENDINGS COVERED and one selected ending revealed. A real paper board needs broad teacher-prepared covers or separate cards; the PDF alone cannot be operated. Use Days 23–24.

### D · Reveal order

[SVG](print/reveal-order.svg) · [PDF](print/reveal-order.pdf). Three large stages: START VISIBLE → CHOOSE SIGN → SHOW ONE ENDING. Keep the other ending covered; no required sound or dramatic effect.

### E · Maker board

[SVG](print/maker-board.svg) · [PDF](print/maker-board.pdf). Blank start, two distinct ending slots, choice-sign fields and “my intended idea.” Day 26 assembly: child chooses/draws/directs content and mapping; adult may prepare broad flaps or large removable cards without owning the creative decisions.

### F · Test and share log

[SVG](print/test-share-log.svg) · [PDF](print/test-share-log.pdf). Separate rows for **plan**, **assembled route test**, **actual willing viewer** and **authentic-source encounter**. Do not fill one from another. Use Days 27–29.

Keep [new checks I/J](STUDENT-CHECKS.md) out of routine modelling; do not put solved outcomes on their public sheets. [Day 25/30 worked swaps](PRACTICE-SWAPS.md) are After Check only. The physically assembled branch is an original small paper media work when the child makes/directs its content and selection rule; an unassembled map remains a plan. Neither proves camera, audio or digital production.

## Five-step flat-card build for a new educator

1. Print E and supply **adult-prepared, broad** blank cards: one START, two ENDING cards, two distinguishable SIGN cards and two opaque COVER cards. A full-size folded sheet can serve as each cover; avoid small loose parts.
2. Ask the child to draw, choose or direct an original START and two **different** ENDINGS. Put them in the labelled slots. Write down which decisions were the child’s and any adult-made features.
3. Let the child choose and attach/direct one SIGN to each ending. Put the two covers over the endings but leave START and both signs visible. No tape or hinge is required; a card that can be lifted and reset is enough.
4. To operate: a reader chooses one sign; child or neutral adult uncovers **only its matched ending**; the other stays hidden. Close/reset both before trying the second route. Do not silently correct a mapping during a test.
5. Record a private maker test separately from any **actual willing-person** use on F. If parts cannot be safely lifted or the two routes cannot be distinguished, mark the work as planned/unfinished and adapt the materials before claiming an operable paper work.