Every bundled source is fictional. The SVGs carry title and description; the derived PDFs have selectable text but are untagged. These complete linear words and broad-region directions avoid reliance on colour, hearing, a screen, small cut pieces or visual pattern recognition. An adult may read exact words, draw large shapes, use locally appropriate raised outlines and accept pointing, signing/AAC or child-directed adult placement. No real family, visitor, tradition, place or classroom event was observed. Do not treat a tactile route as tested accessibility certification.
1. Story Cart notice · PDF
Title “Story Cart notice”; subtitle “Fictional opening and later marking source.” Top: SOURCE A · MADE-UP STORY CART NOTICE. Main title STORY CART DAY. Exact notice: “In this made-up town, the Story Cart opened in the FIRST YEAR. Mara and her grandfather Kit chose a book at the opening. A quiet two-part cue invited readers to join. In the NEXT YEAR, some people returned and drew new book covers to remember the opening.” The central drawing is an actual rectangular rolling cart body with four book-spine lines, a handle on the right and two outlined circular wheels. Tactile route: one broad cart shape and two large time strips labelled FIRST YEAR and NEXT YEAR; read the exact sentence segments into the correct strips. The picture does not show who else came, a heard cue or a real town.
2. Story Cart time line · PDF
Title “Story Cart time line”; subtitle “Opening, same-day reading and next-year marking.” Top: SOURCE B · THREE PICTURE SCENES. Three stacked full-width panels in printed top-to-bottom time order. FIRST YEAR · OPENING: a cart rectangle, book-spine lines and two wheels; caption “Cart opens; Mara and Kit choose a story.” LATER THAT DAY · READING: an actual open two-page book; caption “People read stories from the cart.” NEXT YEAR · MARKING: a rectangular drawn cover with a spine line and central circle; caption “New covers remember the opening.” Tactile route: three whole large cards, each with a distinct outlined cart/book/cover shape and the full time caption. Invite the child to sort cards without relying on their initial vertical print order.
3. Two Story Cart voices · PDF
Title “Two Story Cart voices”; subtitle “Mara and Ivo report different moments.” Top SOURCE C · TWO INDIVIDUAL NOTES. First broad panel: MARA says: “The opening matters to me because Kit let me choose the first story. I came back the next year and drew a new cover to remember it.” Second broad panel: IVO says: “I came only in the next year. I liked looking at the new covers. I cannot tell you what the first opening felt like.” Bottom: “Each note speaks for its own writer only.” Tactile route: two separate whole voice strips in reading order. A reader can state each speaker's name before the complete note and can leave all other people's reasons open.
4. Story Cart paper objects · PDF
Title “Story Cart paper objects”; subtitle “A labelled ticket and a later drawn cover.” Top SOURCE D · TWO PAPER OBJECTS IN A STORY. Left large TICKET card has an actual rectangular ticket with a vertical stub line and a circle; printed words FIRST YEAR and CART OPENING. Right large DRAWN COVER card has a rectangular book-cover outline, spine line and central circle; printed words NEXT YEAR, TO REMEMBER, THE OPENING. Bottom: “An object label alone does not name its holder.” Tactile route: trace the broad ticket edge/stub and cover edge/spine as separate large shapes; read time and purpose words. Do not assign a holder or claim a real object was used.
5. Event time mat · PDF
Title “Event time mat”; subtitle “Four large first, later and unknown fields.” Instruction: “Place whole scenes or direct an adult to mark.” Four stacked broad blank writing regions: FIRST OPENING — “What began in the first year?”; LATER SAME DAY — “What happened after opening that day?”; NEXT YEAR MARKING — “What was made to remember?”; NOT TOLD / QUESTION — “Whose detail still needs a source?” Tactile route: use four full-width raised or spoken horizontal strips, maintaining these exact headings. A blank strip is an available answer, not an error to fill by guessing.
6. Source and voice mat · PDF
Title “Source and voice mat”; subtitle “Five large source, person and unknown fields.” Instruction: “Keep printed notice, pictures and speakers separate.” Five stacked full-width blank writing regions: NOTICE A · STATES — “What does the notice actually say?”; PICTURES B · SHOW — “What order do the captions give?”; MARA C · SAYS — “What matters to Mara, in Mara's words?”; IVO C · SAYS — “What time and view does Ivo report?”; STILL UNKNOWN — “Whose participation or reason is not supplied?” Tactile route: five broad whole-source/speaker strips read in order; use the learner's exact dictated or pointed placement.
7. Check A: Paper Theatre · PDF
Title “Check A: Paper Theatre”; subtitle “Three event scenes and Ada's later note.” Top FRESH CHECK A · MADE-UP PAPER THEATRE DAY. Three stacked illustrated Source 1 panels: FIRST YEAR · STAGE BUILT, with a rectangular stage top and two vertical legs, caption “A paper puppet stage is built.” LATER THAT DAY · FIRST STORY, with an open two-page book, caption “The first puppet story is shared.” NEXT YEAR · NEW TICKETS, with a rectangular ticket, stub line and circle, caption “Some families draw tickets to remember the first story.” Source 2 broad note panel: ADA'S OWN NOTE — “I came with my aunt Lou in the next year. I drew a ticket. I was not at the first puppet story. The later day mattered to me because Lou let me choose the ticket picture.” Bottom: “This whole case is fictional.” Tactile route: three large time/shape cards followed by Ada's separate voice strip. Read the learner questions without the key or an extra hint.
8. Check B: Message Wall · PDF
Title “Check B: Message Wall”; subtitle “Two pictured times and two individual notes.” Top FRESH CHECK B · MADE-UP MESSAGE WALL DAY. Source 1 has TWO PICTURE TIMES: at left FIRST YEAR · OPENING, an empty rectangular message board on two posts; at right NEXT YEAR · NEW NOTES, the board on two posts with three separate rectangular paper notes. Source caption: “Some people put up new notes next year to remember the opening.” Source 2 SOL says: “I came with Dad in the next year. We put up a paper note to remember when the wall first opened. I liked its blue border.” Source 3 LEE says: “I helped open the message wall in the first year. I did not come back in the next year.” Bottom: “This whole case is fictional.” Tactile route: compare two large board outlines, one blank and one with three separate note rectangles, then read Sol and Lee in separate full-width strips. The word “blue” is Sol's reported preference, not a cue needed to read the page. Read the learner questions without the teacher key.