These complete original paper cases and separate key are public for educator review; identifiable child first responses stay private. Keep cases unseen in lessons, learner cards, swaps and print aids until the first independent response. Offer literal read-aloud, large print, AAC, scribe or broad secured tactile equivalent with the same information. Note exact child wording, access and neutral reread before feedback; do not cue the comparison. Both cases are FICTIONAL MODELS. No real water, personal story or spill is needed. If there is no separate approved genuine local source, write REAL OBSERVATION NOT AVAILABLE. One paper check cannot establish a year standard or child growth.
Day 115 · fresh Case Z: two waits on a display panel
Complete held source: “FICTIONAL PAPER CASE Z is labelled DISPLAY PANEL 27. One imaginary adult puts one pretend water drop on a large paper display panel and one on a large washable plastic mat, both in a drawn catch tray. The paper panel is shown after TEN QUIET COUNTS and has a BROAD DARK MARK. The plastic mat is shown after ONE QUIET COUNT and has a ROUND VISIBLE DROP. The maker writes, ‘The two surfaces alone made these marks different.’ No real water, school, date, actual material or witness is supplied.” The planned surface difference is joined by a changed observation wait.
Exact nonvisual/tactile equivalent: read all sentences. Secure two broad source strips: PAPER DISPLAY PANEL / TEN QUIET COUNTS / BROAD DARK MARK, and PLASTIC MAT / ONE QUIET COUNT / ROUND VISIBLE DROP. Add separate broad SAME DROP? / DIFFERENT WAIT / FICTIONAL MODEL labels. No wet materials or small counters.
First independent prompts: (1) “What surface change was planned?” (2) “What else differed, and can these drawn marks show that surface alone caused the difference?” (3) “How could a school-approved adult compare real clean surfaces safely, including same wait, local date, source/access and exact after appearances?” Save first response before feedback.
Day 120 · fresh Case AA: a mixed board record
Complete held source: “FICTIONAL PAPER CASE AA is stamped READING DISPLAY MODEL 84. An invented table lists two valid pretend one-drop tries on a thick paper board: try 1 = ROUND VISIBLE DROP; try 2 = DARK PATCH. It lists two valid pretend tries on a wipe-clean plastic mat: try 1 = FLAT VISIBLE DROP; try 2 = FLAT VISIBLE DROP. A fifth row says BOARD COVERED BY SLEEVE — INTERRUPTED, with no after mark. A caption says, ‘The board always pulls water inside, and every plastic mat keeps water on top.’ There is no real material test, school date, prior prediction, witness or observation of where water went.” The board's valid appearances are mixed; the caption makes unseen-mechanism and universal claims.
Exact nonvisual/tactile equivalent: read the whole case. Use two broad fixed strips: PAPER BOARD with ROUND VISIBLE DROP then DARK PATCH; PLASTIC MAT with FLAT VISIBLE DROP twice. Add a large INTERRUPTED strip labelled BOARD COVERED BY SLEEVE and a separate MODEL / MECHANISM UNKNOWN label. No real water or touch.
First independent prompts: (1) “What do the four valid paper entries show, and how should we keep the sleeve-covered row?” (2) “Does the table show water moving inside or what every real board and mat does? Was a prediction recorded before the marks?” (3) “What could you honestly tell a private listener, and what locally approved actual source/date and safe conditions would be needed next?” Accept “I don't know where the water went” as evidence discipline.
Record strip: exact first response, source MODEL / actual DIRECT / attributed ADULT REPORT, prompt/access, valid raw entries, interruption, prior-prediction status, bounded appearance claim, unknown and next teaching step. Never credit a fictional table as AC9SFI02 actual safe investigation or actual material-property evidence. A real spill is handled by school adult policy, not by this check.