# Exact linear readings and tactile/no-print routes

Semantic SVG metadata and selectable PDF text support access. PDFs are not tagged; no PDF/UA or classroom accessibility certification is claimed. Each reading transcribes every visible text item in SVG/PDF reading order, including attribution. Read the [source script](../MATERIALS.md), [fresh prompts](../STUDENT-CHECKS.md) or [actual route](../ACTUAL-SOURCE-PATHWAY.md) neutrally. Shape and words carry meaning; colour is supplementary. Tactile constructions need local individual review and have not been physically learner-tested. No worked check answers are appended.

## kit-nook-earlier.svg / kit-nook-earlier.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Paper Kit Nook · earlier record Invented source. Match each folder mark; no actual inventory is supplied. SOURCE A · EARLIER 1 2 3 4 KEY: square = shelf; round = return tray. Each folder has its own mark: 1, 2, 3, 4. A · EXACT SOURCE WORDS “Paper Kit Nook, earlier: folder 1, folder 2, folder 3 and folder 4 are on the square shelf. The round return tray is empty.” Keep this record when you make a later model. Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Source A: broad base with square shelf left and round tray right. Four folder icons marked 1, 2, 3, 4 are all inside the square; circle is empty. Make large raised square/circle and individually distinguishable broad folder marks in those exact places. Read exact words; child may direct adult without touching. Numerals are identities, not a counting test.

## uma-later-record.svg / uma-later-record.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Uma · later location record Same four folder marks, two recorded places; mover and cause are open. SOURCE B · UMA'S LATER RECORD “Paper Kit Nook, later: folder 1 and folder 2 are on the square shelf. Folder 3 and folder 4 are in the round return tray. I did not record who put them there or why.” 1 2 3 4 KEY: square = shelf; round = return tray. ASK A SOURCE Where is each mark recorded? Who can tell who put it there or why? Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Source B: square shelf left contains folder marks 1/2; round return tray right contains 3/4. Same four identities as A, all represented. Make raised outlines/broad marks in those places on a separate base, preserving A. Read Uma's limits exactly; a model does not supply actor/cause. Adult-directed exact oral placement is equivalent.

## sol-care-request.svg / sol-care-request.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Sol · a care-step request A requested step and a reported action are different source records. SOURCE C · SOL'S CARE REQUEST “Put a used folder in the round return tray. Ask me before putting it back on the square shelf. This is a request, not a report that anyone did it.” 3 ROUND RETURN TRAY SQUARE SHELF 1 · STEP TO FOLLOW Show the tray step. Ask Sol before the shelf step. 2 · ACTION RECORD What actually happened? Leave blank until observed. Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** The diagram illustrates the requested step only: round tray left on this instruction page contains a broad example folder 3; square shelf right is empty. A small speech/question zigzag beside shelf signals ask-first, not an action report. Use two raised shapes and an ask-first tab, read every word and keep request/action fields separate. No arrow implies real movement or compliance.

## pia-place-account.svg / pia-place-account.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Pia · why a place matters One person's reason; the illustration adds no other user or cause. SOURCE D · PIA'S OWN ACCOUNT “Paper Kit Nook is special to me because I find my picture folders on its shelf. I have not spoken for anyone else.” 1 2 Whose reason is this? OTHER PEOPLE Keep other people's reasons open. Ask a willing source; do not guess from identity. Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** A broad outlined shelf-like panel holds example folder marks 1/2. An empty speech outline beside it points to Pia's attributed account; it depicts no other person's reason. Use a raised broad shelf rectangle and two identity cues or exact no-touch description, attach PIA SAYS, read all words and leave other viewpoints open. Diagram is illustrative, not another inventory.

## desk-ledger.svg / desk-ledger.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Desk ledger · keep the source Blank source fields for paper play or separately approved local records. 1 · FIRST SOURCE / VIEW Record a feature or item mark, its place and source/time. 2 · SECOND SOURCE / VIEW Keep the first record. Match only supported identity cues. 3 · REQUEST / ONE PERSON SAYS Name the source of the care step and the personal reason. 4 · MADE / DONE / STILL OPEN Record actor, help and time only if it happened. What source next? Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Four broad numbered blank panels: first source/view, second source/view, request/one-person account, and made/done/open fields. Circular marks and lines are decorative writing markers with no added data. Read exact prompts one at a time; child may dictate, use AAC/sign or direct a scribe. Keep actual records separate from paper play.

## care-message-plan.svg / care-message-plan.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Care message · plan and check Make a useful paper cue; check words against the source before permitted use. SOURCE E · HELPER'S PLAN “I plan a picture message showing the square shelf and round return tray, using Sol’s words. I will ask Sol to check it.” SOURCE F · SOL'S MESSAGE CHECK “I checked the helper’s paper message. It matches my request. I have not reported how a visitor used it.” MY PLANNED CUE Feature, step, source and ask-first question. SOURCE CHECK / MY REVISION Keep first version; record check scope or gap. USE OR ACTION What actually happened? Do not infer use from a wording check. Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Exact E/F source panels above three blank fields for planned cue, source check/revision and use/action. Circular marks/lines decorate blank fields and add no approval or action. Read all words; offer three broad trays or adult-directed scribe. Keep first version, source check and actual use separate; F concerns helper's message only.

## actual-care-record.svg / actual-care-record.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Actual shared-place care record Blank local template. Full educator preflight and actual sources are required. 1 · APPROVED PLACE / FIRST VIEW Place ID/approval. Familiar connection or pass. Features. Actual date/time/view/method; child words/help. 2 · WILLING ACCOUNT / CARE SOURCE Speaker/source ID/time/exact words/permission/correction. Whose reason? Local care step/source/date. 3 · PLAN / PERMISSION / ACTION Child care explanation. Task/cue. Approval scope. Done only if observed: actor/time/action/help. 4 · LATER VIEW / OPEN ELEMENTS Actual time/view/limits; reader response or pass. Child revision. K03 features/meaning/care/connection observed or open. Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Four blank local-record panels with approval/view, willing-account/care source, plan/permission/action and later-view/open-element prompts. Decorative circles/lines add no facts. Read exact text, follow full preflight and offer scribe/AAC/sign/large print or broad trays. No real place, time, speaker, action, consent or K03 evidence is pre-filled.

## check-a-drawing-bay.svg / check-a-drawing-bay.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Fresh Check A · Drawing Bay Invented sources. Read the learner prompts neutrally, one part at a time. SOURCE 1 · EARLIER SOURCE 2 · LATER 5 6 7 5 6 7 KEY: square = ledge; round = tray; marks = folders. SOURCE 1 · EARLIER RECORD “Drawing Bay, earlier: folder 5 and folder 6 are on the square ledge. Folder 7 is in the round tray.” SOURCE 2 · LATER RECORD “Drawing Bay, later: folder 5 is on the square ledge. Folder 6 and folder 7 are in the round tray. Who put them there and why are not recorded.” SOURCE 3 · NELL'S REQUEST “Put a used folder in the round tray. Ask me before putting it on the square ledge. This is a request, not a report of what anyone did.” SOURCE 4 · OLI'S ACCOUNT “Drawing Bay matters to me because its ledge keeps my paper pictures easy to find. I have not given anyone else’s reason.” Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Two separate neutral source diagrams: Source 1 square ledge left has folder marks 5/6, round tray right has 7; Source 2 square ledge left has 5, round tray right has 6/7. Make two broad raised bases with exact shape/identity key, keep numbered source cards. Read source/prompts neutrally without extra conclusions or worked answer. Adult follows child's placement only.

## check-b-puzzle-point.svg / check-b-puzzle-point.pdf

**Exact visible text:** SUBJECTNEST · FOUNDATION HASS · W31–32 Fresh Check B · Puzzle Point Invented sources. Read the learner prompts neutrally, one part at a time. SOURCE 1 · EARLIER SOURCE 2 · LATER 8 9 10 8 9 10 KEY: square = cabinet; round = basket; marks = envelopes. SOURCE 1 · EARLIER RECORD “Puzzle Point, earlier: envelope 8, envelope 9 and envelope 10 are on the square cabinet. The round basket is empty.” SOURCE 2 · LATER RECORD “Puzzle Point, later: envelope 8 is on the square cabinet. Envelope 9 and envelope 10 are in the round basket.” SOURCE 3 · DEV'S ACCOUNT “I put envelope 9 in the basket. I have not said who put envelope 10 there or why either was moved.” SOURCE 4 · KEEPER'S REQUEST “Put a used envelope in the round basket. Ask the keeper before putting it on the square cabinet. This is a request, not a use report.” SOURCE 5 · IVO'S ACCOUNT “Puzzle Point is special to me because I find my puzzle pictures at its cabinet. I have not spoken for other people.” Original teaching material · SubjectNest by NeuroForgeIO Pty Ltd © 2026 · CC BY 4.0 · exact text/tactile alternatives in pack

**Illustration and tactile/no-print:** Two neutral source diagrams: Source 1 square cabinet left has envelope marks 8/9/10 and round basket right empty; Source 2 square cabinet left has 8, round basket right has 9/10. Make separate broad raised bases/identity cues with exact key; five numbered source cards stay separate. Read all words/prompts neutrally; no actor/cause/approval answer is added beyond the source.