# Teacher-held public formative checks · Days 75 and 80

These source cards and key are public for scrutiny; identifiable child responses stay in school custody. Keep the complete cases out of lessons, learner cards, swaps and aids until the **first independent response**. Use literal read-aloud or broad fixed tactile descriptions with the same meaning. Neutral rereads are logged; do not cue source boundaries. No child has to hear a sound, tap, touch or perform. Record exact first wording, support/access, prompt and any actual local source separately, then use the [separate teacher key](TEACHER-KEY.md). One paper check cannot establish Foundation Science mastery or an actual material response.

## Day 75 · fresh Case M: a claimed response on paper

**Complete held source:** “FICTIONAL PAPER CASE M. A large **silver hexagon outline** is labelled PAD in a drawing. One short arrow marked FINGER points toward its middle. Beside the hexagon, the paper author wrote **‘SOFT SOUND EVERY TIME’**. No actual pad, verified material, support, date, observer or gentle action is supplied. The drawing does not let us hear or feel anything.” This case is not Model R/S/L and is not a practice swap.

**Exact nonvisual/tactile equivalent:** read every sentence; use one secured large six-sided outline, broad FINGER ARROW and AUTHOR'S CLAIM: SOFT SOUND EVERY TIME strips, followed by MODEL / NO REAL RESPONSE. No sound is made.

**First independent prompts:** (1) “What is drawn or written? Whose claim is it?” (2) “What actual material response, if any, does this page prove?” (3) “What optional, safe source, date, approval and action would help check one broad real object?” If a separate real school-approved demonstration is later used, its own verified object/setup/access/result is recorded; M's printed claim never becomes its result.

## Day 80 · fresh Case N: a striped overlay claim

**Complete held source:** “FICTIONAL PAPER CASE N. Diagram A shows a **wide arch-shaped card outline** by itself. Diagram B shows the same arch with a **diagonal striped overlay** across its top. The author wrote **‘ALWAYS SILENT WITH THE OVERLAY’** below B. The paper does not identify the actual material of either part, a source date, stable support, who acted, or what anyone noticed. No object was tapped in this classroom by this case. The printed sentence is a claim to check, not an observation.” These arch/diagonal-stripe details are absent from teaching and practice.

**Exact nonvisual/tactile equivalent:** read all sentences; present two broad fixed A ARCH and B ARCH + DIAGONAL OVERLAY outlines, one adult-controlled broad stripe, AUTHOR'S ALWAYS SILENT CLAIM and MODEL / NOT TESTED. No sound or touch is required.

**First independent prompts:** (1) “What changed between the two diagrams? What parts are only labels?” (2) “Can we say a real layered object is silent? Why?” (3) “How might an adult check a verified broad card alone and with a safe broad layer, including comfort, date, support, prior prediction and exact response?” An optional actual route uses independently approved local material; it is never scored against a fixed ‘silent’ answer.

**Record strip for either day:** child's exact first response; MODEL / ACTUAL / ADULT REPORT; prompt and access; actual local date/material/support/action if present; prior prediction or NOT RECORDED; exact response or NOT TESTED; unknown and next teaching move. A paper-only source is **REAL OBSERVATION NOT AVAILABLE**.