Pick a job. Keep a clue. Choose what to try next. One small part can be enough.
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Without the optional script, all nine blank fields and whole sources still work. Drawing controls and page-memory actions do not run; use the complete still paper cards instead.
Read or hear the complete ordinary C01 source/model here
Ordinary supplied teaching example — not a held assessment answer
C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.
Read or hear the complete ordinary C02 source/model here
Ordinary supplied teaching example — not a held assessment answer
C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open.
Read or hear the complete ordinary C03 source/model here
Ordinary supplied teaching example — not a held assessment answer
C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.”
Read or hear the complete ordinary C04 source/model here
Ordinary supplied teaching example — not a held assessment answer
C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.”
Read or hear the complete ordinary C05 source/model here
Ordinary supplied teaching example — not a held assessment answer
C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.
Read or hear the complete ordinary C06 source/model here
Ordinary supplied teaching example — not a held assessment answer
C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.”
Read or hear the complete ordinary C07 source/model here
Ordinary supplied teaching example — not a held assessment answer
C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation.
Read or hear the complete ordinary C08 source/model here
Ordinary supplied teaching example — not a held assessment answer
C08 fictional tabletop note: adult slowly bends cardboard, child sees it move, no sound or receiver was recorded. Ask what the note supports. Possible: “Seen source movement is supplied; an observed receiver effect is not supplied.”
Read or hear the complete ordinary C09 source/model here
Ordinary supplied teaching example — not a held assessment answer
C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.
Read or hear the complete ordinary C10 source/model here
Ordinary supplied teaching example — not a held assessment answer
C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.”
Read or hear the complete ordinary C11 source/model here
Ordinary supplied teaching example — not a held assessment answer
C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.”
Read or hear the complete ordinary C12 source/model here
Ordinary supplied teaching example — not a held assessment answer
C12 fictional bookshop compares lid/tap near helper with cardboard/shake far away; reports “soft” and “soft”. Possible: “Several things changed, so matching words do not isolate an action effect.”
Read or hear the complete ordinary C13 source/model here
Ordinary supplied teaching example — not a held assessment answer
C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.”
Read or hear the complete ordinary C14 source/model here
Ordinary supplied teaching example — not a held assessment answer
C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.”
Read or hear the complete ordinary C15 source/model here
Ordinary supplied teaching example — not a held assessment answer
C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.”
Read or hear the complete ordinary C16 source/model here
Ordinary supplied teaching example — not a held assessment answer
C16 fictional theatre log states same lid action and observer spot, cover absent report “tap”, cover present report “less clear to this reporter”. Force unmeasured. Possible: “One supplied reporter found covered less clear; this is not a measured reduction or a claim about every cover.”
Read or hear the complete ordinary C17 source/model here
Ordinary supplied teaching example — not a held assessment answer
C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.”
Read or hear the complete ordinary C18 source/model here
Ordinary supplied teaching example — not a held assessment answer
C18 fictional kitchen role play wants no sound while another group reads. No sound reports provided. Possible: “A printed turn card fits this quiet job; a future reader can tell us if its instruction is clear.” No noise-law/local acoustic fact claimed.
Read or hear the complete ordinary C19 source/model here
Ordinary supplied teaching example — not a held assessment answer
C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.”
Read or hear the complete ordinary C20 source/model here
Ordinary supplied teaching example — not a held assessment answer
C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.”
All your blank parts
A drawing model, not a sound recording or measurement
Choose both drawing settings, then step when you want. Eight positions start at centre. Slow advances one; quick advances two; wrap after eight. No choice plays sound or fills your words.
Still centre. Choices not selected. No sound/measurement/receiver result.
Complete still paper model and text