Every source is invented. SVG pages include title/description and actual drawn forms; PDFs have selectable text but are untagged. These full linear words and broad-region directions avoid relying on colour, sound, a screen, fine cutting or visual pattern recognition. A teacher can read exact source words, draw large simple features, let a child feel raised outlines if locally appropriate, and accept pointing, signing/AAC or adult-directed placement. “Left/centre/right” describe a paper model, not a safe route. The class did not visit a real Pebble, Sage or Horizon Room.
1. Pebble Room source A · PDF
Title “Pebble Room source A”; subtitle “A fictional feature sketch with three broad zones.” The source line reads SOURCE A · MARA'S SKETCH · STORY DAY 1. A broad outer rectangle contains three side-by-side zones. LEFT has a visibly drawn WIDE BENCH: long tabletop and two vertical legs. CENTRE has a vertically deep open U-shaped RETURN TRAY outline. RIGHT has an upright rectangular DISPLAY BOARD. Bottom: “A drawing locates paper features in a made-up room. It does not prove a real room or a later change.” Tactile route: three large adjacent regions with bench-shape left, tray-shape centre and board-shape right; announce each label and let the child locate them on the model.
2. Rafi's request · PDF
Title “Rafi's request”; subtitle “One attributed fictional request, not a result.” Source B, Story Day 1. RAFI writes: “I would like a large picture label beside the paper return tray so I can find it.” Bottom: “A request says what Rafi wants. It does not show a label was made or used.” Tactile route: one large REQUEST panel and a physically separate empty RESULT panel; do not fill result from wish.
3. Mara's label plan · PDF
Title “Mara's label plan”; subtitle “A tray and dashed future label, not an outcome.” Source C, Story Day 1. MARA writes: “I plan to put one large picture label beside the tray tomorrow.” Below, the left region draws a deep open RETURN TRAY outline. The right region draws a dashed rectangle labelled LABEL PLAN, visibly beside the tray, not attached to a real object. The caption reads DASHED = PLANNED. Bottom: “A dashed drawing is an intention, not a photograph. No actual placement or effect is recorded here.” Tactile route: two broad adjacent regions; use a solid tray outline and verbal “dashed future label” card. Say “planned” rather than “installed.”
4. Ivo's later note · PDF
Title “Ivo's later note”; subtitle “One fictional attributed report with an open effect.” Source D, Story Day 2. IVO writes: “I saw a large picture label beside the tray. The wide bench was still on the left.” Bottom: “This is Ivo's invented report, not our visit. Ivo does not say anyone used the label.” Tactile route: one broad REPORTED LATER panel and a separate empty EFFECT panel. Attribute the words to Ivo. The class did not visit the room.
5. Two Pebble Room views · PDF
Title “Two Pebble Room views”; subtitle “Rafi and Uma describe different preferences.” The source line reads SOURCES E AND F · STORY DAY 2 VIEWS. Source E upper panel: RAFI says: “I like seeing a picture label beside the return tray.” Source F lower panel: UMA says: “I prefer looking at the display board from the wide bench.” Bottom: “Two views do not speak for everyone or prove an effect.” Tactile route: two large stacked name-and-quote panels; do not interpret Uma's preference as opposition to Rafi's label.
6. Source and effect mat · PDF
Title “Source and effect mat”; subtitle “Four broad source-type regions for sorting.” Intro: “Keep a request, plan, report and effect apart.” Four stacked blank fields with writing lines: REQUEST · B, “Whose wish and exact words?”; PLAN · C, “What is intended, and when?”; REPORTED LATER · D, “Who says what they saw?”; EFFECT STILL UNKNOWN, “What would need a real check?” Tactile route: four broad horizontal strips in this order; child may direct an adult to place whole source pages, not small loose pieces.
7. Check A: Sage Room · PDF
Title “Check A: Sage Room”; subtitle “New fictional drawing, request and plan.” Source 1 Story Day 1 drawing has two side-by-side regions: LONG LOW SHELF · LEFT, a long horizontal shelf with two legs; ROUND MAT · RIGHT, an actual circle. No square label is drawn. Source 2 NELL'S REQUEST: “May we put a square label above the shelf?” Source 3 ARI'S PLAN: “I will try a square label tomorrow.” Bottom: “Sources 1–3 make this fictional paper packet.” Tactile route: draw/feel a low shelf outline left and circular mat right, then separate broad request and plan strips. Read learner questions without key hints.
8. Check B: Horizon Room · PDF
Title “Check B: Horizon Room”; subtitle “A new map, plan, note and contrasting views.” Source 1 Story Day 1 drawing: WIDE DESK · LEFT, broad tabletop and two legs; TWO POCKETS · RIGHT, two separate upright pocket rectangles. Source 2 LEA'S PLAN: “We might move one pocket beside the desk.” Source 3 NOAH'S LATER NOTE: “I saw one pocket beside the desk.” Source 4 JAE: “I like that pocket by the desk.” Source 5 MINA: “I prefer two together on the right.” Last line: “Sources 1–5 make this fictional paper packet.” Tactile route: two broad drawn zones with a desk left and two pocket outlines right; then one separate plan, later report and two speaker strips. The learner questions can be read aloud.
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