Open each new packet on its named day, before the later-practice routes. The sources below are original invented classroom models, not reports of real people or programs. Your teacher can read them neutrally, enlarge text, offer a screen reader or make a tactile order card. You may point, sign/AAC, speak, type, dictate or write. Show which source supports a sentence; do not guess about a real person, home or community. The adult records access support separately from any hint about the content.
Day 15 · Unseen Borrow Box poster and log
Fictional context: A made-up West Room lending team prepared a public poster on 21 September 2026 after its first trial. The poster aims to invite interest in another day. The team also wrote the closing log below. The poster and log come from the same team and trial.
Poster words and layout, fully described: At the very top, in the largest letters, the poster says “A KIT FOR EVERYONE!” Beneath it, in medium letters, it says “Nine of twelve paper activity kits were borrowed during our first day.” At the bottom, in smaller letters, it says “Three kits remained at closing. We have not asked everyone whether a kit suited them.” The West Room lending team is credited in a small footer. There is no photo, logo or real visitor image.
Same team's closing log:
| At closing | Number of kits |
|---|---|
| Kits set out | 12 |
| Borrowed during the day | 9 |
| Still on the table at closing | 3 |
The log says nothing about who used the kits, whether the kits met people's needs, whether borrowed kits were used later or whether another trial was approved.
- Source and purpose: Who made the poster and log? Who is the poster trying to reach, and what does it want that reader to consider?
- Feature and effect: Which claim is made largest? What lower information might a skimming reader miss? Explain what the size and position may do to attention without saying they change the recorded numbers.
- Supported or not: Write one sentence the log supports. Then test the headline “for everyone”: what does the log not establish about people's needs or choices? Do not call nine borrowed kits nine satisfied people.
- Next source/question: Ask one precise question or name one new source that would help decide whether another small Borrow Box day is worth testing. Explain which missing fact it addresses.
Day 20 · Unseen pop-up reading cart decision
Fictional decision: A made-up reading group is deciding whether to try a second small pop-up cart of original guide cards. It has not approved carts for every room. All figures and voices below are invented for this check.
Source X, organiser's closing note, 24 September 2026: “We set out 30 original guide cards for one session. 19 were taken by closing and 11 remained. We did not record whether the cards were read, helpful or kept.” This is the organiser's own count, without independent checking.
Source Y, one selected fictional visitor slip: “Large headings helped me find the guide I wanted.” The organisers kept this one slip; the number of other visitors or comments is unknown. It is one person's stated experience in the fictional case.
Draft proposal Z, from the same invented reading group: “Put a cart in every room next week. Everyone clearly wants one.” This is a proposed claim to test, not a decision already made.
- Choose evidence: Give one exact detail from X and one attributed view from Y. Say one thing neither source tells us about future demand or actual reading.
- Choose a decision: Would you propose a second small trial, propose waiting for more information, or another limited step? State a condition or question that makes your choice responsible. Do not treat Z as proof.
- Write or deliver a short argument to the fictional planning group: In about four checkable sentences, give your recommendation, an X fact, the Y view with its one-person limit, and a counterpoint/unknown followed by a practical next step. Use a precise reporting verb such as records or says; if you begin a sentence with Although, put a comma after that opening dependent clause. Reread once and revise an overstrong word if you find one. A spoken/AAC/dictated four-sentence response is as valid as handwriting for the argument; your teacher records the mode.
Before handing in, check whether the source supports the strength of each sentence. These checks are for a next teaching move, not a verdict about your ability. Original SubjectNest fictional texts and prompts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.