# Eight complete neutral sources and exact own blank prompts Teacher offers each case after relevant opportunity. No staff criteria/worked/next accounts. Paper/spoken/signed/AAC/exact scribing valid; record support and evidence kind. ## A-first · Puppet mechanic action notes Original fictional puppet mechanic notes. Job: a short cue before the toy garage opens. Trial1: helper gently taps an empty plastic box once; supplied report “short tap”. Trial2: same box, helper rubs one edge once; supplied report “longer scratchy sound”. Same helper and observer spot are stated. Force was not measured. Before trials the helper predicted the two actions would give different reports. No trial with a real garage audience is supplied. ### 1. Name the two actions and one difference in the supplied reports. Own response: ### 2. Which supplied clue shows what happened rather than only what was predicted? Own response: ### 3. For the stated short-cue job, what might you choose and why? Say what remains untried. Own response: ### 4. With guidance, suggest one way to keep a new action comparison similar and ask a further question. Own response: ## B-first · Quiet library prop reports Original fictional library play-scene notes. Job: a turn cue with a printed option for readers who want it. One gentle lid tap is described. ReporterP writes “soft tap”. ReporterQ writes “not sure what I heard”. Their locations are not recorded. A printed turn card is available but has not been tried by any reader in these notes. There is no voice recording, sound-level measurement or report of hearing ability. ### 1. Keep each reporter’s supplied words beside the correct reporter. Own response: ### 2. What difference is supplied, and what circumstance is not known? Own response: ### 3. Offer a choice for the stated turn-cue job. What reader response is still missing? Own response: ### 4. With guidance, ask a useful further question and name one circumstance to keep similar if the event is compared again. Own response: ## C-first · Toy print-shop describing cards Original fictional print-shop prop notes. CardR: helper gently scrapes an empty cardboard box edge; supplied words “higher pitch, loud”. CardS: helper gently rubs an empty plastic cup; supplied words “lower pitch, loud”. No frequency or sound-level measurements are supplied. CardT says only “bright sound”; the writer gives no definition or comparison for bright. Job: a guide that keeps pitch words separate from loudness words. No real child listening trial is supplied. ### 1. Which supplied words describe pitch, and which describe loudness, forR andS? Own response: ### 2. What do the notes leave unknown about the word bright onT? Own response: ### 3. Make two matching record rows forR andS using each action and its exact description. Own response: ### 4. Ask a question that would help the stated guide job without inventing a new result. Own response: ## D-first · Toy aquarium movement cards Original fictional toy-aquarium display. A paper-strip drawing has four selected positions: centre, right, centre, left. Caption: movement model, no time or sound measurement. Helper note: a slowly moved cloth strip was seen moving; no receiver effect or sound report was recorded. Referenced general fact cardF2 (NIH/NIDCD, How Do We Hear?, last updated16March2022): incoming sound waves make the eardrum vibrate. Job: explain what our model shows and what an actual receiver investigation would still need. No real eardrum or speaker experiment occurred here. ### 1. What does the four-position model show, and what does it not measure? Own response: ### 2. Separate the referenced general receiver fact from the helper’s supplied strip note. Own response: ### 3. For the stated explanation job, give one useful source-qualified message. Own response: ### 4. With guidance, ask a further receiver question whose real result is still open. Own response: ## A-later · Pop-up bakery prop comparison Original fictional pop-up bakery scene. Job: a longer cue before the pretend tray changes. Same empty bowl/helper/observer spot are stated for both trials. Trial1 gentle tap once, report “short low tap”. Trial2 gentle rub once, report “longer scratchy sound”. Force was not measured. Before trials the helper predicted reports would be the same. No cue was tried with the bakery scene readers. ### 1. Name both actions and one supplied report difference. Own response: ### 2. Compare the supplied results with the before-trial prediction. Own response: ### 3. For the longer-cue job, what could you choose using a clue, and what remains untried? Own response: ### 4. With guidance, suggest one similarity for a new action comparison and a further question. Own response: ## B-later · Garden theatre reader notes Original fictional garden-theatre start cue. Same gentle empty-tub rub event is described. ReporterM at a marked near spot writes “soft scratch”. ReporterN at another spot writes “unclear to me”. Exact distances are not measured. Job: offer a start cue without making readers compete to hear. A picture-start card is planned; no reader selection/use feedback is supplied. No reason for the difference or hearing-condition information is supplied. ### 1. Preserve each reporter and their exact supplied description. Own response: ### 2. Name a supplied difference and one circumstance still unknown. Own response: ### 3. Offer a job-relevant choice and state what user response remains open. Own response: ### 4. With guidance, ask a further question and name one circumstance to keep similar in a new comparison. Own response: ## C-later · Costume stall covered-prop notes Original fictional costume-stall prop guide. Job: record pitch and loudness descriptions without guessing missing words. Uncovered empty lid/tap report by helper: “lower pitch, soft”. Cloth-covered same lid/tap report: “not sure about pitch, soft”. Same observer spot is stated; force and cover fit are not measured. Before trying, helper predicted covered would seem softer. No sound-level reading or real child trial is supplied. ### 1. Separate supplied pitch and loudness words for each row, retaining uncertainty. Own response: ### 2. Compare the supplied loudness reports with the prediction, keeping measurement limits. Own response: ### 3. Make matching uncovered/covered rows with action and exact report. Own response: ### 4. Ask a useful further question for the stated accurate-guide job, with next result open. Own response: ## D-later · Mini-museum model explanation Original fictional mini-museum sound guide. A silent paper-strip model offers slow/quick drawing cycles and narrow/wide drawn span. The fresh model starts at centre (cycle index0). A child chooses quick/narrow and deliberately steps once; quick advances two positions in the stated cycle to index2, so the strip is drawn left of centre. No real frequency, force, sound, pitch or loudness was measured. Separate helper note says an empty plastic prop was gently tapped; report “short tap”; no receiving object was observed. ReferencedF2 fact card is the same general incoming-sound/eardrum-vibration account, not this event. Job: guide a reader using model and report without mixing evidence kinds. No museum user feedback is supplied. ### 1. Describe one chosen model setting/state and one thing the model does not establish. Own response: ### 2. Separate the general receiver reference from the supplied prop report and missing receiver observation. Own response: ### 3. Give a source-qualified message for the stated guide job using a relevant clue. Own response: ### 4. With guidance, ask a further question with the actual receiver or reader result left open. Own response: