# Complete words and tactile-equivalent routes for eight A4 aids

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](story-cart-notice.svg) · [PDF](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](story-cart-timeline.svg) · [PDF](story-cart-timeline.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](story-cart-voices.svg) · [PDF](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](story-cart-objects.svg) · [PDF](story-cart-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](event-time-mat.svg) · [PDF](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](source-voice-mat.svg) · [PDF](source-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](check-a-paper-theatre.svg) · [PDF](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](../STUDENT-CHECKS.md#check-a--day-75--paper-theatre-day) without the key or an extra hint.

## 8. [Check B: Message Wall](check-b-message-wall.svg) · [PDF](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](../STUDENT-CHECKS.md#check-b--day-80--message-wall-day) without the teacher key.