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

Each original A4 SVG has a title and description. The PDFs contain selectable words but are **untagged**; this file is the full linear route for screen reading, read-aloud, sign and AAC. Colour never carries the only distinction. A teacher may use school-approved broad raised edges or full-size cards as tactile/no-print choices; touch is optional. A printed guide has **no gate/result** for actual card contact, child marking, a real viewer or plant change.

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

Title: “Two fictional drawing cards.” Top: **INVENTED DRAWINGS · not a real family or plant source**. Left large separate broad paper drawing **CARD ONE** has a plain square outline with a filled dot near its centre. Right **CARD TWO** has the same square outline with a dot farther to the right. These are two imagined drawings; their different dots are not an observation of anything changing. Bottom asks “Where could both paper edges start?” and says no guide or physical placement is supplied. Tactile/no-print: adult reads CARD ONE, CARD TWO and the dot-position difference in order; child names where two broad sheets could begin without touching a plant or family record.

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

Title: “Two alignment-guide ideas.” Top: **TWO UNTESTED GUIDE DRAWINGS · not actual alignment**. Left proposed panel **BOTTOM EDGE GUIDE** shows a large blank card above one thick horizontal lower reference line and says **ONE STRAIGHT EDGE**. Right panel **LEFT CORNER GUIDE** shows a large blank card beside a thick left vertical line meeting a thick lower horizontal line and says **TWO MEETING EDGES**. Bottom says a real card and viewer must try a proposed guide. Tactile/no-print: adult traces an imagined lower line, then an imagined L corner using broad motion or authorised raised outlines; child compares possible help and difficulty. No physical result is preselected.

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

Title: “Safe large-guide steps.” Four full-width boxes in order: **1 ADULT CHECKS** — large blunt paper, clean clear stable table; **2 MARK A BIG GUIDE** — child if approved/willing, or adult on direction; **3 PLACE TWO LARGE CARDS** — place in turn and note each actual handler; **4 LOOK AND REPORT** — check actual edge contact and any real viewer. Bottom options **BOTH ON GUIDE / ONE OFF GUIDE / NOT TRIED** are unselected. Tactile/no-print: read four steps or lay out four large word cards; child directs their order, handler and stop condition. Do not select a result from a drawing.

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

Title: “Alignment design record.” Four blank fields: **VIEWER / PURPOSE** — who needs to start two papers at one edge?; **TWO IDEAS / CHOICE** — what differs and why try one first?; **MAKER / EDGE RESULT** — who marked/placed, BOTH, ONE OFF or NOT TRIED?; **VIEWER / NEXT QUESTION** — what did a real person do and what is unknown? No response is prefilled. Tactile/no-print: teacher asks the four questions in order, transcribing exact child words and actual handler separately.

## [real-record-gate.svg](real-record-gate.svg) / [real-record-gate.pdf](real-record-gate.pdf)

Title: “Real record source gate.” Top says leave blank without a school-approved actual source. Four empty fields: **APPROVED ACTUAL SOURCE** — what real product or record was shown?; **DATE / VIEW / PERMISSION** — where, when, which view, who approved?; **CHILD-SEEN FEATURE** — what did the child actually notice?; **WHAT ALIGNING CANNOT PROVE** — which comparison facts remain unknown? Tactile/no-print: teacher asks only if a real appropriate source is approved; otherwise leave all blank. Do not copy private family records to a public display.

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

Title: “Guide revision sketch.” Top: **IDEA FOR A CHANGE · not a proved improvement**. A broad L-shaped proposed line appears on a large blank field, with **PLACE A BROAD CARD HERE** and **PROPOSED REFERENCE EDGE** labels. It asks for a different guide or label while keeping the reference visible. Bottom blanks: “I would change: ____” and “I still need to check: ____”. Tactile/no-print: child describes a changed line, corner or label and a future real check; no improvement is assumed.

## [check-a-kite-sketch.svg](check-a-kite-sketch.svg) / [check-a-kite-sketch.pdf](check-a-kite-sketch.pdf)

Title: “Check A: Kite Sketch Guide.” Top: **FRESH CHECK A · invented kite sketches**. It names **KITE PAGE ONE / KITE PAGE TWO**, two broad fictional paper drawings, with no real flight or photo. It asks for a guide that helps a viewer start both paper edges together. Below are two equal blank design canvases, **IDEA ONE** and **IDEA TWO**; neither contains a guide shape. Bottom: no guide, edge result or viewer response is supplied. Tactile/no-print: adult reads the source and prompt without suggesting a line/corner; child describes or directs two distinct ideas before feedback.

## [check-b-nature-notebook.svg](check-b-nature-notebook.svg) / [check-b-nature-notebook.pdf](check-b-nature-notebook.pdf)

Title: “Check B: Nature Notebook Guide.” Top: **FRESH CHECK B · fictional nature notebook**. It names **PAGE EARLY / PAGE LATER** as two invented leaf-like marks on separate broad papers, with no real plant, verified date, view or scale. It says to design a guide for paper edges, not plant growth. Two equal blank canvases read **IDEA ONE** and **IDEA TWO**. Bottom options **BOTH ON GUIDE / ONE OFF GUIDE / NOT TRIED** are unselected. Tactile/no-print: read both fictional source labels, ask for two guide ideas and safe steps, and record no physical/plant outcome unless a separate approved real paper action happened.