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

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](folio-day1-map.svg) · [PDF](folio-day1-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](folio-day2-map.svg) · [PDF](folio-day2-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](folio-turn-plan.svg) · [PDF](folio-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](ion-later-note.svg) · [PDF](ion-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](folio-views.svg) · [PDF](folio-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](folio-compare-mat.svg) · [PDF](folio-compare-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](check-a-reed-room.svg) · [PDF](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](../STUDENT-CHECKS.md#check-a--day-55--reed-room) without showing the key.

## 8. [Check B: Birch Room](check-b-birch-room.svg) · [PDF](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](../STUDENT-CHECKS.md#check-b--day-60--birch-room) with no key shown.

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