# Fictional sources and an optional familiar-place kit

All names and settings below are **invented**. Use an A4 print aid or draw the same labelled shapes. The child may point, sign, use augmentative and alternative communication (AAC), speak, mark a large card or direct an adult; no cutting, independent reading, colour discrimination, public sharing or personal disclosure is required. Read all rich source text aloud when needed. A fictional voice card is evidence only of **what its fictional speaker says**. It cannot prove how a real person feels or that a sign actually helped anyone.

## Source A · Paper Learning Place map

The [original map](print/paper-learning-place-map.pdf) is a **three-row by three-column** fictional paper grid. Top row: **ENTRY** in top-left; blank middle; **STORY MAT** top-right. Middle row: blank left; **MAKER TABLE** centre; blank right. Bottom row: **REST SEAT** bottom-left; blank middle; **WATER POINT** bottom-right. A dark outline and a word label identify each place; positions, not colour, carry meaning. This is not an actual school plan, evacuation route or drinking-water direction. Teacher may enlarge and make raised labelled cells. The map stays fixed while the child points or places one broad marker.

## Source B · Two different fictional views of the same paper place

The [two voice cards](print/fictional-views-and-care-cards.pdf) have these exact authored lines:

- **Pip, fictional:** “The REST SEAT is special to me in this paper place because I can sit and look at a book quietly.”
- **Ren, fictional:** “The MAKER TABLE is special to me in this paper place because I can try a new paper design there.”

These are different **perspectives**, not facts about a real classmate, a child's home, disability or need. A child can quote one card without saying what is special to them. Never infer that every person values the same place.

## Source C · Safe care picture and description

The [care card](print/fictional-views-and-care-cards.pdf) shows a **paper direction sign lying across a drawn walkway** beside the STORY MAT. Its source lines say: “A paper direction sign lies across a drawn walkway. An adult checks the walkway and puts the sign back where it is visible beside STORY MAT.” This is a fictional action card, not an observed event. Children may propose **tell an adult and keep the route clear**; no child is asked to handle a real hazard or move real equipment. From this source one may conclude the adult's action aimed to keep a path clear and the sign readable; one may not claim a real person was safer.

## Source D · Original signs and a visitor line

The [sign bank](print/original-sign-bank.pdf) contains four invented picture-plus-word signs: BOOK-outline + **STORY MAT**, broad square/line + **MAKER TABLE**, chair-outline + **REST SEAT**, cup-outline + **WATER POINT**. The shapes are local to this pack, not copied public-safety symbols or actual accessibility signage. The fictional visitor line reads: “I am looking for the STORY MAT on this paper map.” A sign may be **intended** to help the visitor find a place; a paper test cannot establish actual comprehension or safety.

## Source E · Three-picture sign-making timeline

The [original timeline](print/sign-making-timeline.pdf) has three ordered source frames: **1 blank paper board**, **2 BOOK outline and STORY MAT words added**, **3 paper sign placed beside STORY MAT**. It shows what a fictional maker did **before, next, after**. No real elapsed time or actual visitor response is recorded. Rearranging the cards is a source-order exercise; it is not a history of a real community sign.

## Exact daily source use

| Day | Source/question and fixed evidence boundary | Aids |
| --- | --- | --- |
| 1 | A. Teacher-given question: “Where is STORY MAT on this paper map?” Child asks one follow-up question about a familiar map feature. | [map](print/paper-learning-place-map.pdf), [question/source mat](print/ask-map-source-mat.pdf) |
| 2 | A. Locate WATER POINT bottom-right and MAKER TABLE centre from map labels/positions. Record two locations on a broad pictorial model; no real route directions. | [map](print/paper-learning-place-map.pdf), [record mat](print/picture-record-mat.pdf) |
| 3 | A+B. Compare Pip's REST SEAT reason with Ren's MAKER TABLE reason. A special-place reason belongs to its named fictional speaker only. | [map](print/paper-learning-place-map.pdf), [views](print/fictional-views-and-care-cards.pdf) |
| 4 | A+C. Use the care source to identify a place feature and propose telling an adult; separate pictured/story action from possible consequence. | [care card](print/fictional-views-and-care-cards.pdf), [source/conclusion mat](print/source-and-conclusion-mat.pdf) |
| 5 | **Fresh Check A** only: new fictional room map, two new views and a care card. No routine rehearsal of its labels/layout. | [Check A sheet](print/check-a-fresh-place.pdf) |
| 6 | A+D. Teacher-given visitor question “Which sign points to STORY MAT?” Match one sign to its labelled place; say whom the sign is intended to help. | [sign bank](print/original-sign-bank.pdf), [map](print/paper-learning-place-map.pdf) |
| 7 | E. Put the three source pictures in before/next/after order and locate the finished sign on A. The source shows a fictional sequence, not actual success. | [timeline](print/sign-making-timeline.pdf), [record mat](print/picture-record-mat.pdf) |
| 8 | A+B+D. Compare what Pip/Ren actually say with what a sign designer might **infer**. Ask “Whose source says that?” before drawing a narrow conclusion. | [views](print/fictional-views-and-care-cards.pdf), [sign bank](print/original-sign-bank.pdf) |
| 9 | A+D. Design one original picture+word/tactile sign for MAKER TABLE on the fixed map; explain intended audience and paper-model limitation. | [blank sign mat](print/make-a-sign-mat.pdf), [map](print/paper-learning-place-map.pdf) |
| 10 | **Fresh Check B** only: new fictional pavilion map, visitor line and sign-making picture sequence. No routine rehearsal of its layout/icons. | [Check B sheet](print/check-b-fresh-signs.pdf) |

**Fictional-source setup · five-minute estimate, not measured:** read the exact source aloud, place one A4 map/card or its [full text/tactile route](print/TEXT-ALTERNATIVES.md) on a clear surface, choose neutral access, and cover later checks. Keep one adult-given question visible. A child can always choose a **fictional** source rather than a real home/school example. If a source piece is missing, reset it rather than score a child's response to altered evidence. Keep any real child work private under school policy.

## R · one shared actual-place kit, six ordinary handoffs

Use [ACTUAL-PLACE-PATHWAY.md](ACTUAL-PLACE-PATHWAY.md) for the complete low-burden setup: one genuinely suitable accessible learning-place view/feature; matching broad actual sketch/model; one short willing particular-person reason/care account with actual date/attribution; current procedure/use/access scope. Candidates include an already permitted book return, making-material shelf, art display or music/sports storage feature; no candidate is an actual source fact until locally supplied. Reuse the same source across Days 1–4, 6 and 9. A plain source cue or [optional place play card](print/place-play-card.pdf) makes one child-selected matching/telling/care job easy, with large loose pieces, oral/no-touch/direct-adult equivalents. No interview, photo, full school map, home contribution, hazard handling or actual care performance is required.

The actual source contains only its observed/attributed local words; A–E and fresh cases remain exact separate fiction. A new arrival may be learning the space: actual feature orientation is useful without pre-filling familiarity/belonging. Particular-person reason, child's response, possible care explanation, chosen actual act and any observed effect are separate. One permitted care explanation is complete for this small job even without an act/benefit test. Keep source/date/scope and a few sampled responses in the four-line private teacher note, not a child audit sheet. Local approval/readiness can be prepared before learner outcomes exist; no outcomes were collected during authoring.

Days 5/10 fresh-source delivery: read one relevant question/source part neutrally; capture first child-controlled response and help; stop/continue in another sitting if needed. Unfinished parts are not yet observed, not wrong. The held source words/pictures/key interpretations are unchanged.