# Seven practice invitations and eight original A4 aids

The pictures and cards use an invented, explicit **V = very soft (one dot)** and **S = soft (two dots)** key. They are planning marks, not volume measurements. Use a broad fixed strip with numbered slots, high contrast print or raised one/two-dot labels. An adult may place cards exactly as a child directs. The optional [candidate sound index](audio/ASSET-INDEX.md) gives event-by-event transcripts; sound is not required for any paper-planning target.

### A · The two-level key

[Level legend SVG](print/level-legend.svg) · [PDF](print/level-legend.pdf). Show one V and one S card with their full words and dots. Ask the child to choose a planned level for *one fixed sound event*. Then ask what this card does **not** tell us (actual device level, how anyone heard it). Work one example: V for a fictional paper page turning, S for the same event in a different intended version; neither tells us how loud a real page was. No symbol means “bad,” “shy” or a type of child.

### B · Hold then lift

[Level lanes SVG](print/level-lanes.svg) · [PDF](print/level-lanes.pdf). On the first four-place strip, set `V V S S` and mark one lift after 2. Then let the child move the lift boundary on a second blank strip and read their actual pattern. Keep event duration, pitch and source fixed; do not have to perform it. A tactile route uses four slots, one/two-dot cards and a broad gap marker.

### C · Release into very soft

Reuse the [level lanes](print/level-lanes.svg). Set `S S V V`: one release after 2, not silence. Contrast its **direction** with B. A child can select a quiet ending for an imaginary train stop, or explain the same score as a plain musical choice. If an approved sound is played, log the child's actual response separately.

### D · Compare two dynamic shapes

[Two-shape SVG](print/shape-compare.svg) · [PDF](print/shape-compare.pdf). Top `V V S S` has one lift; bottom `V S V S` has three alternating boundaries. Both use the same positions, pitch and source. First difference is at place 2. Ask which shape fits a child-chosen fictional change; there is no preset correct feeling. Place transparent or raised strips together for comparison.

### E · Intention and actual trial

[Observation log SVG](print/actual-trial.svg) · [PDF](print/actual-trial.pdf). The three fields are **planned mark**, **actually heard/made**, **comfort/choice**. Work a quiet example: plan V at place 1; leave actual and comfort fields as “not tried” when no event happened. Only after an adult-approved comfortable trial may an educator write a child’s own observation. A diagram, waveform or PCM peak does not fill these fields.

### F · Revise one level mark

[Move-lift SVG](print/move-lift.svg) · [PDF](print/move-lift.pdf). Preserve `V V S V` on row one. Change *only place 2* to S on row two: `V S S V`. The lift moves from 2→3 to 1→2; the release stays at 3→4. The child's alternative may change a different one card; write both rows and name their actual changed place.

### G · Compose and review

[Make/share SVG](print/make-share.svg) · [PDF](print/make-share.pdf). Four large blank slots, child-selected V/S marks, own intended idea, separate real-trial field and optional real-recipient field. Work adult practice `S V S S`, then set it aside before the child's score. Check that a child-authored idea is kept even if no safe sound or willing audience is available. “Private” and pass remain live options.

### Fresh pages

The two [public tasks](STUDENT-CHECKS.md) use [W SVG](check/fresh-w.svg)/[PDF](check/fresh-w.pdf) and [X SVG](check/fresh-x.svg)/[PDF](check/fresh-x.pdf). Put the [teacher key](teacher/KEY-AND-NEXT.md) away. Do not rehearse W's source row or complete X's blank strip in front of the child. [Exact print text and tactile directions](print/TEXT-ALTERNATIVES.md) cover every sheet; no printer, screen or speaker is required if broad cards and neutral reading are available.