# Full text and tactile-equivalent routes for eight A4 aids

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](pebble-room-sketch.svg) · [PDF](pebble-room-sketch.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](rafi-request.svg) · [PDF](rafi-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](mara-plan.svg) · [PDF](mara-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](ivo-later-note.svg) · [PDF](ivo-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](pebble-views.svg) · [PDF](pebble-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](source-effect-mat.svg) · [PDF](source-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](check-a-sage-room.svg) · [PDF](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](../STUDENT-CHECKS.md#check-a--day-45--sage-room) without key hints.

## 8. [Check B: Horizon Room](check-b-horizon-room.svg) · [PDF](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](../STUDENT-CHECKS.md#check-b--day-50--horizon-room) can be read aloud.

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