# Exact linear descriptions and tactile / no-print routes for eight original A4 aids

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.svg) / [three-mark-source.pdf](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.svg) / [two-window-ideas.pdf](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.svg) / [safe-window-steps.pdf](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.svg) / [material-feature-mat.pdf](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.svg) / [school-source-slot.pdf](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.svg) / [view-comparison-card.pdf](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.svg) / [check-a-pattern-gallery.pdf](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.svg) / [check-b-direction-pointer.pdf](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.