# Exact linear source text and tactile / no-print routes

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.svg) / [two-step-source.pdf](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.svg) / [layout-ideas.pdf](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.svg) / [safe-stand-steps.pdf](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.svg) / [design-evidence-mat.pdf](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.svg) / [school-sign-slot.pdf](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.svg) / [pattern-practice-cue.pdf](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.svg) / [check-a-board-game-cue.pdf](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.svg) / [check-b-repeat-stand.pdf](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.