One ordinary kit per pair/adult station: two broad loose leaves or flat fields; a plain three-pocket envelope/fold or three flat labelled areas; pencil/thick marker; four plain tabs; source copies A–F or exact read-aloud; adult-prepared broad folds optional. Reuse scrap paper/card; no scissors, glue, laminating, printing or purchase necessary. One child directs while adult handles if wanted. Capture each child's first words/action separately; a shared product does not establish both children's response. Avoid small loose pieces where inappropriate. No weather instrument, outdoors, open window, sun looking, water contact, plant handling or cultural symbol construction.
Print nine original pairs/exact readings, full-size A4 recommended, one ordinary kit per pair or adult station. Fresh A/B stay out of kit until designated days. Raised/flat broad shapes may be locally adapted; tactile and learner access untested. PDFs untagged. Oral/no-touch source reading preserves every relation; never ask a child to infer unseen diagram features. No colour recognition, handwriting, folding dexterity or geometry score.
Exact source script · invented Paper Room
Read all source words neutrally; source ID stays attached. Story Days/Morning Bell are invented ordering cues, not actual dates/times. An image depicts only marks; outside drop marks do not become a real rain report. Same named view permits a comparison of drawing marks, not causal/seasonal inference. No real location or cultural account is depicted.
A · source A: “Story Day Four · Morning Bell · Paper Room · view from inside the closed pane. The invented drawing shows a square planter, one tall leaf and a plain patch above it. These are drawn marks, not an actual weather record.”
B · source B: “Story Day Nine · Morning Bell · Paper Room · same closed-pane view and planter cue. The invented drawing shows a square planter, two tall leaves and three drop marks outside. It does not say why the marks differ or what a real season is.”
C · source C: “I am Teo. The Paper Room planter matters to me because I like looking at its leaf shapes. This is my own reason, not everyone’s. In this paper model, keep the pane shut and return source copies to the envelope.”
D · source D: “I am the paper maker. I made both drawings for practice. I have not observed local rain, plant growth, a season, Country/Place or any child using this folder.”
E · source E: “This undated model fragment says PLANTER. Its record says an adult supplied the word. No first answer, actual child, earlier date or second matching response is available. It cannot show a child improved.”
F · source F: “Choose a plain tab, flat folder or spoken guide. Ask before sharing a source copy. Keep private work closed. Return copies to the envelope. This paper request is not actual permission or a viewer reply.”
Diagram facts
A: square planter under a plain patch, one tall leaf, closed-pane border. B: same planter/border/view cue, two tall leaves, three drop marks above/right outside the planter. No people, actual school, actual sky, season name, thermometer, growth arrow or Country/Place label. C/D panels attribute reason/maker scope separately. E shows an undated PLANTER fragment and adult-word-help cue, with no actual earlier child work. F is a request. Blank actual record contains no source/date/speaker/permission/action/outcome.
Three-pocket job
WHAT SOURCE SHOWS: source ID, actual/invented, date/time precision, view cue, bounded visible fact and attributed account. WHAT I ACTUALLY DID: today's first words/action and exact help; actual earlier child piece only if genuinely available, dated/precision-labelled and child-approved. NEXT QUESTION: missing source/view/date/account/permission or knowledge breadth; do not turn it into a guessed answer. Making this folder is today's making, not proof of earlier learning, weather change, care effect or recipient learning.
No-printer / actual options
Read A–F exactly; adult draws broad outlines and writes source IDs; child speaks/signs/AAC/directs broad fields. Identical goal. For actual route follow preflight and record genuine source/time/view/permissions locally. If only one observation is possible, keep second NOT AVAILABLE and pose next question; no second date or changed weather invented. If no safe view, use authorised dated image or familiar indoor feature, clearly label source type/capture-date versus viewing-date. If no actual source, complete every P task with models. Earlier work availability never gates participation.