These original paper cases and separate key are public for adult inspection; a child's exact first response is a private school record. Keep the cases unseen in lesson teaching, learner practice, optional swaps and A4 aids until the first independent response. Use literal complete read-aloud, large print, AAC, scribe or secured broad tactile equivalents carrying the same facts. Log neutral rereads and support without cueing the answer. Both are FICTIONAL MODELS. If no separately approved genuine material/route source exists, write REAL OBSERVATION NOT AVAILABLE. No child must handle material, move along a route or share a location.
Day 105 · fresh Case V: the supported gallery pointer
Complete held source: “FICTIONAL PAPER CASE V. Two imagined large blunt-corner pointers have the same outline and printed front. Pointer ONE is paper only. Pointer TWO is the same paper front fixed to a broad card backing. A pretend table says ONE was held clear of a table at its marked grip and its tip sat BELOW the band. TWO was held at the same grip but its far edge rested on a broad support ledge and its tip sat ABOVE the band. A caption says, ‘The backing made TWO stay higher.’ No genuine lift, date or witness is supplied.” The support ledge, not a changed arrow shape, is the second changed condition.
Exact nonvisual/tactile equivalent: read every sentence; secure two broad pointer-outline cards labelled ONE PAPER and TWO PAPER + CARD. Provide fixed vertical ABOVE / BAND / BELOW labels. Put a separate large SUPPORT LEDGE label under TWO's far edge; no real arrow or loose piece. Keep FICTIONAL MODEL visible.
First independent prompts: (1) “What materials does each pointer have?” (2) “What else changed besides backing, and can these pretend tips prove backing caused the difference?” (3) “How would an adult safely check the material question for real, including source/date, same support and raw entries?” Save the first answer and access/support before feedback.
Day 110 · fresh Case W: the maker-corner flag
Complete held source: “FICTIONAL PAPER CASE W is stamped MAKER CORNER FLAG 63. A printed table says an imagined large flag with one paper layer had valid tip positions AT LINE, BELOW LINE. A second imagined large flag with the same paper front plus a card backing had valid tip positions BELOW LINE, AT LINE. One further backed-flag row reads SLEEVE SLIPPED — INTERRUPTED, so no tip position is recorded for it. A paper route sketch puts the backed flag near a pretend maker corner. A caption says, ‘The backed flag will help every visitor find the corner.’ No real lift, visitor, room, date or prior prediction is supplied.” The two constructions have the same set of valid paper tip positions, in different order; route success is wholly unobserved.
Exact nonvisual/tactile equivalent: read the whole source; use two secured large source strips, ONE LAYER with AT then BELOW, and PAPER + CARD with BELOW then AT. Add a fixed INTERRUPTED strip for SLEEVE SLIPPED and a separate PAPER ROUTE ONLY card for the maker corner. Attach FICTIONAL MODEL and NO REAL VIEWER labels. No physical flag or movement is needed.
First independent prompts: (1) “What materials are named, and what do the four valid paper tip positions show? What happens to the slipped row?” (2) “Does the printed table support a material that always stays higher, or that every visitor will find the corner?” (3) “What two distinct locally approved, dated genuine checks would be needed for material behaviour and for a real willing viewer's access?” A source-bounded response may say “I don't know what a real flag would do.”
Record strip: exact first words/selection; prompt/access and neutral reread; source MODEL / actual direct / attributed ADULT REPORT; material-part claim; raw entries cited; interruption; property limit; separate route/viewer unknown; next teaching move. Do not credit a paper table as AC9SFI02 actual safe investigation or as proof of wayfinding. One check does not certify Foundation Science or learning gain.