All eight original SVG/PDF pairs fit A4 portrait. The PDFs are not tagged PDFs. Use these linear readings, locally checked screen-reader formats, verbal/sign/AAC directions, or no print. Colour names are supplied in words; no child must identify a hue. Tactile outlines use adult-prepared broad fixed raised lines only if locally approved and welcomed; the adult names colour. Do not require texture, fine touch or a physical card. In each route, a child can describe an exact plan and adult read it back. That is plan only if no work was physically made.
1 · Colour and another clue · SVG
Exact linear reading: “Two separate cards. Left: a filled BLUE CIRCLE with five small white dots inside. Right: a filled ORANGE TRIANGLE with three horizontal lines inside. The words say BLUE CIRCLE + DOTS and ORANGE TRIANGLE + LINES. Below: If colour goes away, the shape and marks remain. Name the colour; then find a second clue.” The blue/orange are examples, not fixed meanings or required learner choices.
Tactile: adult can offer one fixed broad circular rim with five fixed raised dots and one triangular rim with three fixed raised lines, in separate spaces, saying the names. No print/touch: speak the two descriptions and ask for a new pair of cues for an imagined part.
2 · Two ways to draw attention · SVG
Exact linear reading: “Same invented rectangular toolbox twice. Each has a rectangular handle above its box. Option A has four vertical stripes on the handle and a plain box. Option B has a plain handle and five vertical stripes on the box. The question is what the maker wants a viewer to find first. No viewer has been tested.” No colour distinction is needed to compare options.
Tactile: fixed broad rectangle/handle in two spaces; adult lays or raises stripes on the respective parts and says A/B. No print/touch: read the two stripe placements and invite a chosen focus/reason.
3 · Show one thing I found · SVG
Exact linear reading: “Adult's FICTIONAL model: a round plain box on the left, a green square handle with diagonal crosshatch on the right. The invented story sentence is ‘square handle on a round box’. The chosen detail is the square handle. Lower half is blank: MY SOURCE, REAL + DATE or MADE UP; my chosen detail and two cues; art area.” The model is not a real observation, photograph or count.
Tactile: fixed large circle and separate square with fixed diagonal lines, then a clear blank area. No print/touch: read fiction label and model, then ask child to name actual dated source if one exists or choose MADE UP, detail and two cues.
4 · My small display card · SVG
Exact linear reading: “A large blank original art area. Prompts: the part I want found; make, direct or describe the picture here; two cues, one works without colour; I kept/changed; source REAL + DATE or MADE UP; actual maker or PLAN ONLY.” No model art or answer is prefilled.
Tactile: broad fixed border around a blank area, with each field read by the adult. No print/touch: ask fields in order and read back the child's exact art plan.
5 · First and now: a choice · SVG
Exact linear reading: “Two adult-made FICTIONAL basket drawings from today. FIRST: plain white basket with a BLUE SQUARE near its top, no extra cue. NOW: same basket and blue square, with two outer outline squares around that blue square. The square and colour name stayed; wide outline was added. These are not a child's historical work or measured progress. Blank prompt: Your art choice: keep ; try ; because ___.”
Tactile: two fixed broad basket rectangles; square in each; add two fixed outer square rims only to NOW. No print/touch: read first and now, ask what stayed and changed, then invite the child's own keep/try reason. A child without earlier stored work can make both drafts today.
6 · My art decision record · SVG
Exact linear reading: “Four blank fields in order: MY ART IDEA / FOCUS—what should be found and which two cues? FIRST / NOW / WHY—exact kept or changed feature and child's reason. SOURCE / ACTUAL MAKER—REAL + DATE or FICTION; who marked or PLAN ONLY? ACTUAL WILLING VIEWER—who truly saw it, exact response or NOT SHARED.” No result is filled in.
Tactile: four broad fixed rectangular field borders, each named aloud. No print/touch: use the four questions in that order; store any completed child record privately under school policy.
7 · Check Q: Imaginary cart · SVG
Exact linear reading: “CHECK Q. FICTIONAL seed-pod cart: one LONG FLAT TRAY; a BIG OVAL POD BOX above its middle; a HOOK-SHAPED HANDLE at one end; two small wheels shown under the tray. Below are two empty spaces labelled IDEA 1 and IDEA 2. Choose one part, show two different cue ideas for that same part, choose one and say what clue stays without colour.” Wheels are diagram context, not an extra required task or real cart observation. No colour or cue solution is supplied.
Tactile: adult-fixed broad tray rectangle, separate large oval, broad hooked line at one end and two fixed wheels; two separate blank response areas. No print/touch: read source exactly and let child dictate/sign/AAC two options and choice. Adult must not offer cue placement before response.
8 · Check R: Imaginary clock · SVG
Exact linear reading: “CHECK R. An ADULT'S FICTIONAL first sketch: one ROUND BLUE CLOCK FACE on a plain page with a SMALL TRIANGULAR POINTER inside. The first sketch names blue face and has no other cue on the face. Lower space MY NOW VERSION is blank. Choose a part to find; keep/change/why; what clue works without colour? This is not a real station sign, timetable or past child work.” No now answer is prefilled.
Tactile: fixed broad circle and fixed triangle inside; lower blank area. Adult says “blue” but does not require colour sensation. No print/touch: read the exact first facts and neutral blank question; accept a precise dictated plan.
All line drawings are original simple geometry. The physical aids are optional. Keep checks hidden until the designated days. A tactile or verbal access route does not lower the target or predetermine an answer.