The source cards and scoring guidance are public for scrutiny; identifiable child work is not. Keep these cards unseen during lessons, swaps and print aids until the first independent response. Provide the same complete wording by print, literal read-aloud or broad fixed tactile labels. A neutral reread is logged; do not coach the hidden/absent or repeat-view reasoning. Record exact first wording, source label, prompt, access, and genuine local date/source only if a separately approved actual observation occurs. Then consult the separate keys. Each check samples a narrow target; neither establishes a year standard, growth or classroom outcome.
Day 65 · fresh Case J: a covered corner
Complete held paper source: “FICTIONAL PAPER CASE J. A large plant-like drawing is printed on one page. View ONE shows a stem-like line with four pointed leaf-like marks around it. In View TWO, a broad striped paper flap lies over the upper-right corner of the same page. Only three pointed marks are visible in View TWO. The author has not erased a mark. No living plant, local view, date, species or change is supplied.” No picture is necessary to hear the relationship; the source is a model, not a real observation. These exact marks/flap are absent from teaching sources and swaps.
Exact nonvisual/tactile equivalent: read every sentence; use one broad secured raised stem/pointed-outline page, fixed ONE/FOUR VISIBLE and TWO/THREE VISIBLE labels, adult-controlled broad striped flap over the upper-right mark, MODEL and NOT REAL PLANT. A child may direct the adult without touching the flap.
First independent prompts: (1) “What does each paper view show?” (2) “May we say a real leaf disappeared? What is hidden or still unknown?” (3) “What safe school-approved real view/source/date would help answer a question about an actual plant?” An optional actual route uses a different school-approved plant, genuine local date and its own stable viewpoint; do not import J's counts or shape into the real record.
Day 70 · fresh Case K: two pages with unlike scale
Complete held paper source: “FICTIONAL NOTEBOOK CASE K. Page EARLIER is labelled VIEW FROM THE MARK and has two scalloped leaf-like outlines near a stem-like line. Page LATER is also labelled VIEW FROM THE MARK and has three scalloped outlines. The second page is printed at twice the size of the first. The author supplies no real plant identity, actual local dates, matched photograph, measured feature or observation method. The pages can be compared as paper marks; they do not show that a real plant grew a leaf or grew larger.” This is a new scale/source case, not Model G's changed FRONT/SIDE wording.
Exact nonvisual/tactile equivalent: read all sentences; fix broad EARLIER/TWO SCALLOPED and LATER/THREE SCALLOPED source strips. Present two secured raised stem/outline cards; second card is intentionally larger and explicitly labelled TWICE PRINT SIZE. Keep MODEL / NO ACTUAL PLANT. A child can use speech, sign, AAC, pointing or adult-directed touch.
First independent prompts: (1) “Which paper details changed, and what does the author say stayed the same?” (2) “Can we conclude an actual plant changed? Why or why not?” (3) “What two genuine approved dated observations, same feature and viewpoint, would make a careful later comparison possible?” Optional real route uses actual school-approved same plant/date/view records obtained separately, never K's story dates/results; source/access are recorded independently.
Record strip: child's exact first claim and reasoning; MODEL / ACTUAL / ADULT REPORT; source/date/view; neutral rereads/prompts; what is observed/drawn/unknown; one next teaching move. A reported adult description is not the child's direct sensory observation. If genuine local evidence is absent, write REAL OBSERVATION NOT AVAILABLE.