# Exact linear source text and broad tactile / no-print choices

Each original SVG has a title and description. The PDFs retain selectable text but are **untagged**. This page is the full linear source for read-aloud, screen reading, signing and AAC. Thick print lines and colour are never the only source cue. An adult can describe the boxes in order or use full-size, school-approved raised outlines and broad cards as a tactile route. Touch is optional. A drawn or described design supplies **no gate/result** for real material handling, card movement or reader understanding.

## [two-source-brief.svg](two-source-brief.svg) / [two-source-brief.pdf](two-source-brief.pdf)

Title: “Two-source display brief.” At top: **PRACTICE BOARD · no real tray result**. A large left zone labelled **PRETEND CARDS** contains three invented, separate full-size word cards top to bottom: **PAPER**, **CARDBOARD**, **FABRIC**. A thick vertical dividing line separates a right zone labelled **TRAY TODAY**. The right zone reads **EMPTY**, “No real tray added”, and “DATE: ____________”. Bottom asks which features a person chose for a viewer and states that labels are not counts or a real class inventory. Tactile/no-print: say the pretend side first, then the blank real side; a child points, signs or directs where a broad word card belongs. No real object count exists on this page.

## [layout-ideas.svg](layout-ideas.svg) / [layout-ideas.pdf](layout-ideas.pdf)

Title: “Two flat layout ideas.” Top: **TWO UNTESTED IDEAS · keep source names visible**. Left proposal **SIDE BY SIDE** has PRETEND on the left and REAL, EMPTY on the right. Right proposal **TOP AND BOTTOM** has PRETEND CARDS above TRAY TODAY, EMPTY. The sheet suggests “Wide place?” and “Narrow place?” as reasons to compare; it states no viewer has tried either. Tactile/no-print: describe two broad cards beside each other, then one above the other; child chooses for a named pretend space and explains how the labels separate sources. No cutting.

## [safe-mat-steps.svg](safe-mat-steps.svg) / [safe-mat-steps.pdf](safe-mat-steps.pdf)

Title: “Safe large-paper mat steps.” Top: “Adult checks first. Child may choose no touch.” Four full-width boxes in order: **1 CHECK LARGE PAGE** — stable table, broad paper and no tiny pieces; **2 LABEL TWO SOURCES** — pretend side named, real side still empty; **3 PLACE LARGE CARDS** — child if willing/approved, or adult on direction; **4 LOOK AND REPORT** — record who acted and what really happened. Bottom status options are **STAYED / MOVED / NOT TRIED**, none selected. Tactile/no-print: adult reads the four steps aloud or presents four broad labelled full-page cards; child directs order. No actual result is implied.

## [design-evidence-record.svg](design-evidence-record.svg) / [design-evidence-record.pdf](design-evidence-record.pdf)

Title: “Two-source design record.” Four blank full-width fields in order: **VIEWER / PURPOSE** — who needs to tell the sources apart?; **TWO IDEAS / CHOICE** — what changed between ideas, why choose one?; **HANDLER / CARD RESULT** — who placed it, STAYED, MOVED or NOT TRIED?; **VIEWER / NEXT QUESTION** — what did a real viewer do, or unknown? No response is prefilled. Tactile/no-print: ask each question in order and transcribe exact child words, keeping adult physical action separate.

## [local-source-slot.svg](local-source-slot.svg) / [local-source-slot.pdf](local-source-slot.pdf)

Title: “Local familiar-source slot.” Top says leave blank without a school-approved real observation. Four blank fields: **REAL FAMILIAR THING** — product, service or environment actually shown?; **WHERE / WHO / DATE** — source, permission and local context; **CHILD-SEEN FEATURE** — which person-made part did the child notice?; **POSSIBLE DESIGN LINK** — how might it help a user? Tactile/no-print: teacher asks these only if an actual source was approved and shown; otherwise leave the page empty. No cultural authority or local policy is invented.

## [revision-mat.svg](revision-mat.svg) / [revision-mat.pdf](revision-mat.pdf)

Title: “Revision mat proposal.” Top: **IDEA FOR A CHANGE · not a proven fix**. A large PRETEND CARDS box sits to the left of a large TRAY TODAY box labelled EMPTY. A thick centre line is labelled **BOUNDARY**. Bottom two blank sentences: “I would change: ______” and “I still need to check: ______”. Tactile/no-print: child says where a broader space, label or line would go and what question remains. The printed thick line is not proof a physical card stayed or a real viewer understood.

## [check-a-book-table.svg](check-a-book-table.svg) / [check-a-book-table.pdf](check-a-book-table.pdf)

Title: “Check A: Book Table.” Top says **FRESH CHECK A · fictional book table**. It supplies **DRAWN COVER** (an invented book drawing) and **REAL BOOK SLOT · EMPTY**. It asks for TWO different flat layouts and a choice. Below are two blank, equal-size canvases labelled IDEA ONE and IDEA TWO. Bottom says no real book or visitor response is supplied. Tactile/no-print: read both labels in the supplied order; allow pointing, dictation or adult-directed broad zones, without giving a layout idea before first response. The real slot remains empty.

## [check-b-maker-log.svg](check-b-maker-log.svg) / [check-b-maker-log.pdf](check-b-maker-log.pdf)

Title: “Check B: Maker Log.” Top says **FRESH CHECK B · fictional maker log**. Source labels in this order: **PLAN / TRIED / CHANGE**. PLAN = idea; TRIED = actual event if any; CHANGE = next idea. It says **TRIED starts EMPTY**. Below are two blank equal-size canvases, IDEA ONE and IDEA TWO, and unselected options **STAYED / MOVED / NOT TRIED**. Tactile/no-print: read the three labels and empty status aloud; child describes two broad arrangements and a safe next check. No gate/result or viewer response is provided by the source page.