The SVG pages have text titles and descriptions; PDFs have selectable words but are untagged. This text is the full source order and task-critical wording, not a claim of accessibility certification. Read aloud, offer large print or AAC, and let a child direct an adult. If tactile paper is used, the teacher makes broad raised outlines from approved large safe classroom material; no small detachable objects, sharp scoring or mandatory touch. All diagram geometry is conceptual until actually tried. A printed diagram does not prove a physical result.
three-mark-source.svg / three-mark-source.pdf
Title: “Three printed marks.” Subtitle: left-to-right fictional WAVE, RING and STRIPE source card. Top note: “FICTIONAL PRINT CARD · no real living feature.” Three separate large panels left to right: WAVE (one broad curved wave line), RING (one thick circular outline), STRIPE (three dark upright bands). Printed labels directly above shapes are WAVE, RING, STRIPE. Bottom: “Pretend reader target: choose ONE mark. A proposed viewer has not hidden anything yet. If tried later, record only the actual view.” Tactile/no-print: teacher describes the three ordered labels and draws or traces three large zones on an approved full sheet. The child selects by label, position or AAC; visual shape recognition is not required.
two-window-ideas.svg / two-window-ideas.pdf
Title: “Two broad window ideas.” Top: “Two proposals; neither has been made or tested.” Two broad side-by-side diagrams: left WIDE WINDOW IDEA, right NARROW WINDOW IDEA. Both show a rectangular outer sheet and inner possible opening; left opening is visibly wider. Both say “Adult-prepared only.” Bottom asks “What might each opening help you see? Size, paper and position need a real check.” Tactile/no-print: use two large blank paper outlines or verbal widths, then ask which one to try first and why. Do not cut with children or call the drawing a real window test.
safe-window-steps.svg / safe-window-steps.pdf
Title: “Safe broad-paper viewing steps.” Top: “Adult prepares any opening before the session.” Four ordered broad boxes: 1 CHOOSE — choose a target and large safe sheet; 2 FOLD BORDER — fold a broad edge only if approved; 3 PLACE OVER SOURCE — place or direct an adult and keep edges safe; 4 LOOK AND REPORT — name only marks actually visible. Bottom options, none selected: TARGET ONLY / EXTRA MARKS / NOT TRIED. “Choose only after an actual safe try, or NOT TRIED.” Tactile/no-print: speak the four steps, have an adult lay four large cards in that sequence and let the child direct the order. A described plan is NOT TRIED.
material-feature-mat.svg / material-feature-mat.pdf
Title: “Material and feature evidence mat.” Four blank fields top to bottom: SOURCE / USER / PURPOSE (“What should a pretend reader notice?”); TWO IDEAS / CHOICE (“Which design would you try first?”); ACTUAL PAPER ACTION / RESULT (“Who handled it? What was visible?”); NEXT CHANGE / UNKNOWN (“What would you move or check next?”). Top reminder: “Record who chose, who handled and what happened.” Tactile/no-print: teacher asks these four questions in order and transcribes verbatim; record whether child or adult physically handled anything.
school-source-slot.svg / school-source-slot.pdf
Title: “School-approved real-source slot.” Top: “Leave blank until the school approves a real source.” Four blank fields top to bottom: REAL PRODUCT / SERVICE / ENVIRONMENT (“What source was actually shown?”); SOURCE / DATE / PERMISSION (“Who supplied it and may it be used?”); CHILD-SEEN DESIGNED FEATURE (“What did the child actually notice?”); LOCAL REVIEW / EVIDENCE LIMIT (“What is still unverified?”). Tactile/no-print: an adult may ask these four questions after an approved local observation. Leave empty otherwise; never fill from a fictional prompt or assume a First Nations source is available.
view-comparison-card.svg / view-comparison-card.pdf
Title: “Before and with-window record.” Four blank fields top to bottom: TARGET MARK (“Which invented mark was chosen?”); BEFORE WINDOW (“What was visible before placement?”); WITH WINDOW (“What was actually visible after placement?”); WHAT CHANGED / NOT TRIED (“Who placed it? What remains unknown?”). Top: “Record actual sight or an attributed description.” Tactile/no-print: say each field and accept speech/AAC. A child can report an adult's precise description with attribution; a paper plan alone is NOT TRIED.
check-a-pattern-gallery.svg / check-a-pattern-gallery.pdf
Title: “Check A: Paper Pattern Gallery.” Top: “FRESH CHECK A · fictional gallery, no material trial.” Purpose box: “compare BOTH marks together. Keep BOTH printed labels visible.” Two large panels left to right: ZIGZAG (angular up/down line) and DOT ROW (four large dark dots). Bottom: “Show TWO broad-paper layouts; choose one. No visitor response or physical result is supplied.” Tactile/no-print: read labels and left/right order, describe the line/dots, then invite two placements around/beside the two labels. Teacher does not supply a layout or test result before first response.
check-b-direction-pointer.svg / check-b-direction-pointer.pdf
Title: “Check B: Paper Direction Pointer.” Top: “FRESH CHECK B · fictional direction card.” Purpose box: “Target GRID in the middle. Indicate it; keep the GRID label visible.” Three panels left to right: ARC (one curved arch), GRID (crossing horizontal/vertical lines), CROSS (two diagonal lines). Bottom: “Broad blunt paper pointer: adult prepares. TARGET CLEAR / LABEL COVERED / NOT TRIED.” No gate/result is selected or observed by the page. Tactile/no-print: read the exact left-to-right labels, say that GRID is middle, and offer a broad paper outline for child direction. If no school-approved real placement occurs, record NOT TRIED.