# Held fresh E/F · first responses

Keep these new sources, geometry, words and keyed teaching separate from ordinary practice. Creator for both: SubjectNest by NeuroForgeIO Pty Ltd with Codex assistance; saved 1 October 2026; original written narrative fiction plus descriptive information and digital models; CC BY 4.0. Purpose: a new purpose/source comparison, useful open composition and separately matched print/word-part components. They are not actual human interviews, local encounters, games, sound or audience results.

Adult reads rich sources and source-position descriptions in short portions. Child may respond through sign, AAC (augmentative and alternative communication), exact words to a scribe, drawing/directing, writing or keyboard. No forced voice, mental picture, public listener, title, physical prop or writing. A complete new picture/text may be actual child-directed work with adult fabrication; an unwritten proposal is a plan. Actual oral text is oral composition. Each component can be collected in another short sitting; no speed, word-count, sentence-count or completion quota. Rich-source listening does not demonstrate independent decoding.

## E · Day 25 · The paper radio

Source ID: **Y2-TWO-E-05**. [Actual held aid](print/fresh-e.pdf); complete source below and [exact alternative](print/TEXT-ALTERNATIVES.md#fresh-e).

**New story:** In an invented workshop, Ivo drew a paper radio. “It will tell stories backwards,” he said. Ana pretended to turn its lowest button. “Then tell the ending first.” Ivo began, “And the lost mitten was home again.” Ana asked what happened before that. Ivo had not invented the middle yet. He drew a question beside the radio and decided to think about it later. The paper radio did not make a real sound. No listener tried a finished story.

**New informative note:** This information note describes the supplied radio drawing. A broad rectangular speaker is near the top of a tall rectangular radio. Three round buttons form one vertical column below the speaker. No words on the buttons name their jobs. The drawing does not show a real radio, sound, working parts or a completed story.

**Plain invitations:** “What job does each text do? Show or tell a detail that helps you know.” “What is supplied, and what would we still need to know?” “Make or tell an own little text for a purpose you choose. Your event, detail or different idea is welcome.” “Can you link two complete ideas, if that helps your meaning?” Do not demand a particular emotion, next event, drawing arrangement or title.

**Teacher-prepared independent print, only if actually taught/ready:** braid / clay / steep / bleat. Line: “A braid is on a tray. A sheep can bleat.” No whole-rich-text independent reading is expected. Privately use the [local selector](PRINT-SELECTION.md) or paper recipe before this turn. Dictation targets stay in the separate key and can be sampled independently when eligible.

**Separate word-part meaning invitation:** unclip / clip / clips — An adult may read these forms. What does un- do in unclip? How does clips relate to clip in “She clips the note”? Do not assume the meaning of every word beginning un. Unknown print can be adult-read; record that. Word-part meaning, independently read word parts and independent spelling are different components.

**One brief record if needed:** actual form/status; child/adult contributions and access/support; exact first purpose/detail response; component attempted/not yet taught/not sampled; next useful teaching move. No identifying data or total/global grade. Source claims are checked against this supplied fiction/graphic, not against an invented real encounter.


## F · Day 30 · A tiny paper theatre

Source ID: **Y2-TWO-F-06**. [Actual held aid](print/fresh-f.pdf); complete source below and [exact alternative](print/TEXT-ALTERNATIVES.md#fresh-f).

**New story:** In an invented room, Sal drew a tiny paper theatre with two hanging curtains. A small door sat between them. Sal planned a story in which the door would lead to a huge field. Ren suggested that it might lead into another tiny room instead. Sal liked both possibilities. Neither opening event had been written, and no performance or audience reply had happened.

**New informative note:** This note describes the supplied theatre drawing. Two broad curtain panels hang at the left and right. A small closed rectangular door is between them. An empty rectangular title box is below the scene. The drawing does not show what is behind the door. The title box is unfilled; no title is required. These visible parts do not choose either proposed story.

**Plain invitations:** “What job does each text do? Show or tell a detail that helps you know.” “What is supplied, and what would we still need to know?” “Make or tell an own little text for a purpose you choose. Your event, detail or different idea is welcome.” “Can you link two complete ideas, if that helps your meaning?” Do not demand a particular emotion, next event, drawing arrangement or title.

**Teacher-prepared independent print, only if actually taught/ready:** brain / stray / sweep / heap. Line: “A stray sheep can stray. A heap is on a tray.” No whole-rich-text independent reading is expected. Privately use the [local selector](PRINT-SELECTION.md) or paper recipe before this turn. Dictation targets stay in the separate key and can be sampled independently when eligible.

**Separate word-part meaning invitation:** replant / plant / planting — An adult may read these forms. What can re- mean in replant? What part stays in planting? No actual plant, gardening or touch is required. Unknown print can be adult-read; record that. Word-part meaning, independently read word parts and independent spelling are different components.

**One brief record if needed:** actual form/status; child/adult contributions and access/support; exact first purpose/detail response; component attempted/not yet taught/not sampled; next useful teaching move. No identifying data or total/global grade. Source claims are checked against this supplied fiction/graphic, not against an invented real encounter.