All sources are fictional. SVG pages carry title/description; the derived PDFs have selectable text but are untagged. These complete words and broad-region directions provide routes without depending on colour, hearing, a screen, tiny cut pieces or visual pattern recognition. A teacher can draw large outlines, read exact names and quotes, use locally appropriate raised lines and accept a child's pointing, signing/AAC or adult-directed placement. Left/centre/right name paper-model positions, not a safe route or an actual classroom map. The class did not visit Folio, Reed or Birch Room.
1. Folio Room Story Day 1 map · PDF
Title “Folio Room Story Day 1 map”; subtitle “Source A: a dated fictional room sketch.” Top: SOURCE A · NERI'S FICTIONAL STORY DAY 1 SKETCH. A broad three-zone drawing shows DESK · LEFT, a horizontal tabletop with two legs and a small rectangular PICTURE BOARD ON DESK touching its top; TRAY · CENTRE, an open-top U-shaped tray; EASEL · RIGHT, two splayed support legs with no board. Bottom: “Compare the two paper maps. Who drew them? A sketch is a source, not our direct room visit.” Tactile route: three large adjacent zones; desk-plus-board left, open tray centre, bare easel right. Name source and Story Day.
2. Folio Room Story Day 2 map · PDF
Title “Folio Room Story Day 2 map”; subtitle “Source B: a dated fictional room sketch.” Top: SOURCE B · NERI'S FICTIONAL STORY DAY 2 SKETCH. Same broad three-zone layout: DESK · LEFT, now without the small board; TRAY · CENTRE unchanged; EASEL · RIGHT, with a rectangular PICTURE BOARD ON EASEL across its two splayed supports. Bottom repeats that these are paper maps, not a direct room visit. Tactile route: compare whole A/B pages; trace left desk, centre tray and right easel on each, then feel/describe the different board position. Do not infer who moved anything physically.
3. Folio Room turn plan · PDF
Title “Folio Room turn plan”; subtitle “A planned first/next sequence, not use evidence.” Source C, Story Day 1. NERI writes: “Picture board turn plan:” Two broad boxes are connected by a rightward arrow: EVA FIRST → ION NEXT. Caption: “Arrow means first, then next.” Bottom: “A planned order is not a record of actual turns. It says nothing about turn length or fairness.” Tactile route: two large adjacent name regions with an adult reading first/next; use a raised arrow or spoken “then” if useful. No actual turn is represented.
4. Ion's later note · PDF
Title “Ion's later note”; subtitle “One attributed fictional use report.” Source D, Story Day 2. ION writes: “I used the picture board after Eva at the RIGHT EASEL.” Bottom: “One fictional participant reports their own turn. This says no turn length or whole-group result.” Tactile route: one large ION REPORT region and an empty TURN LENGTH / OTHERS region. Attribute Ion's words; the class did not observe this event.
5. Two Folio Room views · PDF
Title “Two Folio Room views”; subtitle “Eva and Ion name different valued uses.” SOURCES E AND F · TWO STORY DAY 2 VIEWS. Upper large region EVA says: “I liked drawing with the board at the left desk.” Lower region ION says: “I liked looking at the board on the right easel.” Bottom: “Two individual views; others' views are not supplied.” Tactile route: two large stacked speaker strips; a child can choose which map feature each speaker mentions. Eva's words do not state she disliked the easel.
6. Folio source comparison mat · PDF
Title “Folio source comparison mat”; subtitle “Four broad map, plan and note fields.” Intro asks “What does each paper source actually show or say?” Four broad stacked blank writing regions: DAY 1 MAP · A, “Where does A draw the board?”; DAY 2 MAP · B, “Where does B draw the board?”; TURN PLAN · C, “What order was intended?”; LATER NOTE · D / STILL UNKNOWN, “Who reports use? What remains open?” Tactile route: four full-width strips top to bottom; move or point to whole pages, not tiny loose cards.
7. Check A: Reed Room · PDF
Title “Check A: Reed Room”; subtitle “Two fictional maps with different board positions.” FRESH CHECK A · FICTIONAL REED ROOM. Source 1 is JO'S STORY DAY 1 MAP: a small rectangular board rests on a drawn LOW TABLE · LEFT with tabletop and two legs. Source 2 is JO'S STORY DAY 2 MAP: a board rests on a STAND · RIGHT with two splayed legs. Bottom: “Two dated fictional sketches by Jo.” Tactile route: two large source fields, first with table-and-board left, second with stand-and-board right. Read the learner questions without showing the key.
8. Check B: Birch Room · PDF
Title “Check B: Birch Room”; subtitle “A map, planned turns, one note and two views.” FRESH CHECK B · FICTIONAL BIRCH ROOM. Source 1 Story Day 1 map: CARD TRAY · LEFT, a deep open-top U outline, and WORKTOP · RIGHT, horizontal tabletop with two legs. Source 2 KAI'S TURN PLAN: “ASHA first, LEN next with the card tray.” Source 3 LEN'S LATER NOTE: “I used the tray after Asha.” Source 4 ASHA: “I prefer the tray at left.” Source 5 LEN: “I would prefer it at right.” Bottom: “Sources 1–5 form this fictional paper packet.” Tactile route: a broad left tray/right worktop model, then separate plan, note, Asha-view and Len-view strips. A preference does not report a physical move. Read learner questions with no key shown.
Every footer says “SubjectNest original Foundation HASS W11–12 · CC BY 4.0.” DejaVu typeface terms are in the font licence; no font binary is distributed.