# Teacher-held public formative checks · Days 85 and 90

These original source cards and their key are public for inspection; identifiable child responses are private school records. Keep both cases unseen in lessons, learner cards, swaps and print aids until the **first independent response**. Use complete literal read-aloud or broad fixed tactile versions with the same meaning. A neutral reread is logged; do not cue the hidden/source answer. Record exact first wording, access/prompt, and any separately approved genuine animal source/date. Then use the [separate keys](TEACHER-KEY.md). No child must view a live animal, go outside, touch an animal or share a location.

## Day 85 · fresh Case P: one invented figure, a new frame

**Complete held paper source:** “FICTIONAL PAPER CASE P. One invented animal-like figure has a round middle, two wide foot-like strokes, and a **fan-shaped top mark**. The FULL border encloses all those marks. A NARROW border encloses only the round middle and foot-like strokes; the **fan-shaped top mark lies above the narrow border**. Both borders surround parts of the *same invented figure*. No real animal, source photograph, species, location or live view is supplied.” The fan-like mark and border relation are absent from Model A/B/C and optional swaps.

**Exact nonvisual/tactile equivalent:** read every sentence; secure one broad raised figure with round middle, two broad foot-like strokes and a large fan-shaped top outline. Adult controls fixed FULL and NARROW borders; add MODEL / ONE INVENTED FIGURE cards. Do not present the paper as a real animal.

**First independent prompts:** (1) “What does NARROW show and leave outside?” (2) “Does this prove a real animal has or lacks that top feature, or that there are two animals?” (3) “What safe genuine source with date/access/rights, if a photo, would help answer a real animal-feature question?” An optional separate actual source route must use its own verified real view/photo and never imports P's marks as real.

## Day 90 · fresh Case Q: two cards, one source identity

**Complete held paper source:** “FICTIONAL PAPER CASE Q. Card LEFT and Card RIGHT both carry the printed stamp **PUPPET DRAWING 42**. LEFT shows the whole puppet-like body with **three square back patches**. RIGHT is a close crop of that same printed drawing and shows **one square back patch**. The other patches lie outside RIGHT's border. There is no photograph or observation of a real animal. Two cards have been printed, but the source stamp identifies **one invented figure**.” This is new relative to the long/short line marks of Model C and all practice swaps.

**Exact nonvisual/tactile equivalent:** read the whole source; use two broad fixed LEFT FULL / RIGHT CROP cards each labelled PUPPET DRAWING 42, one secured raised figure with three large square patches and an adult-controlled broad crop. Add ONE MODEL SUBJECT / NOT TWO REAL ANIMALS. No small pieces or animal contact.

**First independent prompts:** (1) “How many printed cards and how many identified figure subjects are here?” (2) “What can each paper view show, and can we group two real animals from this case?” (3) “What two distinct school-approved real animal sources, dates, view/access and visible-feature rule would a cautious actual group need?” Optional actual route is wholly separate and requires genuine distinct IDs and rights-cleared photos or safe approved live views.

**Record strip:** exact first response and prompt/access; FICTIONAL MODEL / DIRECT / PHOTO / ADULT REPORT; actual source/date/view/rights if present; visible feature or invented mark; unknown; next teaching move. If real sources are absent, write **REAL OBSERVATION NOT AVAILABLE**. A paper grouping cannot count as direct real-animal observation.