Each original A4 SVG has a title and description. The PDFs have selectable words but are untagged; use this full source text as the primary linear route. Visual contrast, large print, spoken description, signed/AAC wording or approved broad tactile outlines may be offered without treating a route as a fixed learner style. No tiny detachable pieces or mandatory touch. A drawn stand never proves uprightness. All physical results and reader responses must be observed separately.
two-step-source.svg / two-step-source.pdf
Title: “Two-step pretend maker cue.” Top: PRACTICE CUE · no real maker has used it. Two large panels left to right: 1 LOOK, with a large empty PICTURE box; 2 SKETCH, with an abstract drawn mark. An arrow points from the first to the second. Bottom exact instruction: “LOOK at an invented picture; then SKETCH a mark. Who chose the big labels and arrow? For whom? This cue is not a school safety sign.” Tactile/no-print: adult says LOOK first, SKETCH second; child positions or directs two broad labelled sheets. No actual user is asserted.
layout-ideas.svg / layout-ideas.pdf
Title: “Two cue layout ideas.” Top: “Both layouts are untested person-made proposals.” Left large panel: STACKED IDEA, FIRST above SECOND with a downward connector. Right large panel: SIDE-BY-SIDE IDEA, FIRST left of SECOND with a connector. Bottom asks which space/reader each might suit and says no real reader or stand has tried either. Tactile/no-print: lay two broad full-size cards top/bottom and then left/right; child names which arrangement better fits a stated pretend space. No cutting.
safe-stand-steps.svg / safe-stand-steps.pdf
Title: “Safe broad-paper stand steps.” Top: “School-approved full-size paper; adult checks first.” Four ordered broad boxes: 1 CHOOSE LARGE SHEET — adult checks size, edges and clear table; 2 FOLD BROAD BASE — child if safe/willing, or adult on direction; 3 STAND ON TABLE — no load, tiny feet, tape or sharp tool; 4 LOOK AND REPORT — check actual position and printed labels. Bottom result options, none selected: UPRIGHT / FLAT / NOT TRIED; select from actual supervised try or NOT TRIED. Tactile/no-print: adult lays four large word cards in order, child directs sequence; a plan is NOT TRIED.
design-evidence-mat.svg / design-evidence-mat.pdf
Title: “Cue stand design evidence mat.” Top: “Keep child idea, handler and real observations separate.” Four blank fields top to bottom: USER / PURPOSE (“Who should see which order?”); TWO IDEAS / CHOICE (“What different fronts could be made?”); WHO FOLDED / ACTUAL RESULT (“Who acted? UPRIGHT, FLAT or NOT TRIED?”); READABILITY / REVISION (“Did a real reader check? What next?”). Tactile/no-print: ask these four questions verbally; transcribe the child's exact words and roles, with no preset success.
school-sign-slot.svg / school-sign-slot.pdf
Title: “School-approved familiar-source slot.” Top: “Leave blank unless the school approves a real source.” Four blank fields: REAL PRODUCT / SERVICE / ENVIRONMENT (“What actual familiar source was shown?”); LOCATION / SOURCE / DATE (“Where, from whom, and when?”); PERMISSION / SCHOOL PROCEDURE (“May this source be used here?”); CHILD-SEEN DESIGNED FEATURE (“What did the child actually notice?”). Tactile/no-print: teacher asks only after approval and a real observation; otherwise leave blank. No official school sign or procedure is invented.
pattern-practice-cue.svg / pattern-practice-cue.pdf
Title: “Pattern cue practice strip.” Top: PRACTICE GRAPHIC STRIP · no unit breaks. Six equally spaced original graphic/word panels left to right: CIRCLE BAR CIRCLE BAR CIRCLE BAR. CIRCLE is a thick round outline; BAR is one thick upright stroke. Top instruction says read all six labels left to right and design a broad cue that shows the repeating pair. Bottom asks “CIRCLE then BAR; how might a person group pairs?” and says no mathematics or reader result is supplied. Tactile/no-print: speak the six labels in exact order and let child direct an adult to group large printed cards; no result is inferred.
check-a-board-game-cue.svg / check-a-board-game-cue.pdf
Title: “Check A: Board Game Cue.” Top: FRESH CHECK A · fictional paper board game. Prompt: “Pretend player: POINT first, then MARK. Keep both printed labels visible and in order.” Two large panels left to right: 1 POINT, with a circular drawn token and pointing line; 2 MARK, with a blank paper square and one drawn line. Bottom: “Show TWO layouts and choose one with a reason. No real player, stand or test result is supplied.” Tactile/no-print: read POINT then MARK and offer two broad blank cards to position; adult does not supply a layout before first response.
check-b-repeat-stand.svg / check-b-repeat-stand.pdf
Title: “Check B: Repeat Stand.” Top: FRESH CHECK B · no stand or reader result. Six equally spaced invented panels left to right: BUMP TICK BUMP TICK BUMP TICK. BUMP is a broad upward curve; TICK is two joined strokes like a check mark. No pair boxes or unit breaks are printed. Top asks for a broad cue showing the repeating pair. Bottom says “BUMP then TICK; show three pairs on a stand. UPRIGHT / FLAT / NOT TRIED is not selected.” No gate/result is selected. Tactile/no-print: adult reads exact six-label order; child describes two possible three-pair displays. Physical standing and readability remain unknown until an approved actual trial/reader check.