# Seven practice invitations and eight A4 aids

This pack's three **invented** lanes are pitch L/H (low/high), electronic source A/B (round/striped square), and relative planned level V/S (very soft/soft, one/two dots). These are **labels**, never proof of a child's hearing, actual instrument sound or room volume. Four numbered event slots are stable across both takes. Use large fixed cards, full word labels, raised marks and a neutral adult reader as the child directs. [Exact print/tactile/no-print directions](print/TEXT-ALTERNATIVES.md) cover every sheet; [candidate audio transcripts](audio/ASSET-INDEX.md) preserve the sound route's information without playback.

### A · Three independent keys

[Three-key SVG](print/three-keys.svg) · [PDF](print/three-keys.pdf). Put `L · A · V` in one event. Swap *only* L→H, restore L, then swap only A→B, restore A, then V→S. Name the lane each time. A circle/striped square, low/high line and one/two dots must be accompanied by words. A fixed paper card cannot tell how a generated tone or a child's voice really sounded.

### B · One seed, two takes

[Two-take SVG](print/two-takes.svg) · [PDF](print/two-takes.pdf). Four first-take event cards read `L A V` each. Second take repeats them except the level at **place 2** becomes S. Work the comparison aloud: level V→S at place 2, pitch L and source A held throughout, remaining levels held. A child may choose a different one-card edit on a blank strip. The mark says *planned* soft, not a loudness measurement.

### C · Hold pitch and level

[Hold/change SVG](print/hold-change.svg) · [PDF](print/hold-change.pdf). Four `L A V` first-take cards; revised place **4** uses `L B V`. Point to source A→B there and read the unaltered L/V lanes and first three A cards. Two raised strips can replace print. Do not infer timbre by sight; the invented B is an electronic recipe.

### D · Sort three one-mark revisions

[Choose-edit SVG](print/choose-edit.svg) · [PDF](print/choose-edit.pdf). Three **single-event** before/after pairs each change one lane: LAV→HAV (pitch), LAV→LBV (source), LAV→LAS (level). Child matches the changed mark and says what stayed. These pairs teach lane separation; they are not Check Y's four-place source. An adult may read each triplet neutrally with three fixed lanes.

### E · Planned versus actual

[Plan/actual SVG](print/plan-actual.svg) · [PDF](print/plan-actual.pdf). Work a deliberate paper edit, e.g. `L A V`→`L A S`, under **PLANNED**. Leave **ACTUALLY HEARD/MADE** and **COMFORT/CHOICE** as NOT TRIED unless a safe adult-approved event occurs. If approved sound is offered and child consents, use the child's exact words and exact cue. Do not convert PCM measurements into a classroom sound-level claim.

### F · Mark the edited place

Reuse [hold/change SVG](print/hold-change.svg). On an independent blank pair, child directs one word/border mark around the altered lane at one place. A reader locates the edit from the key without colour. The child may revise the *instruction* while leaving musical marks intact; preserve before/after evidence and actual reader behaviour.

### G · Child-owned two-take composition

[Make/teach SVG](print/make-teach.svg) · [PDF](print/make-teach.pdf). Two four-event blank three-lane rows and fields for own intention, one edit, actual trial and actual reader. The child can build a first take with broad cards, duplicate it, then replace one chosen mark in the second. Save the first completed response. Reading to a willing person is optional; no audience or sound claim is filled in by plan alone.

### Fresh pages

[Public Check Y/Z](STUDENT-CHECKS.md) has [Y SVG](check/fresh-y.svg)/[PDF](check/fresh-y.pdf) and [Z SVG](check/fresh-z.svg)/[PDF](check/fresh-z.pdf). Check Y's specific four-place pair is withheld from earlier worked examples. Check Z prints its new base twice and leaves the edit for the child. Keep the [separate key](teacher/KEY-AND-NEXT.md) closed while presenting either task.