Aim: compare two views of a paper model and analyse how framing and placement change attention; avoid treating a picture as a real access test. Prepare: Card F, model-evidence planner or tactile build. Codes: AC9E4LA10, AC9E4LY05, AC9E4LY04.
- Retrieve · 2 min. Ask which Week 3 sentence would be safe about a drawing. Expected: “The drawing labels…” rather than “The room has…”
- Model · 5 min. Read Card F aloud. Draw a small top-view with
entrance → matand a separate side-view withshelf below window. Say “Top-view centres the dotted route; side-view makes relative height salient. Neither gives scale, daylight or reach. Different frames answer different questions.” - Guide · 6 min. Pairs identify one supported detail from each view and one question neither answers. Key: mat central/dotted route, shelf below drawn window; real width or reach unknown. On a tactile mat, use distinct edges/labels, never colour alone.
- Choose · 7 min. Day 16 learner route: frame a different fictional paper model from two views, explain what moved into attention and name a limit. Adult can scribe the child's own reasoning.
- Exit · 3 min. “If the side-view draws sunlight, have we measured a real room?” Key: no. If a learner says yes, contrast symbol/prediction with measurement.
- Record · 2 min. Note whether the child used image labels, spoken description or tactile arrangement, not just visual acuity.