# Exact linear, tactile and no-material versions of eight A4 aids

All eight original [SVG/PDF pairs](generate_print.py) are A4 portrait. The PDFs are visual aids, **not tagged PDFs**. Use the exact linear reading below, a locally checked assistive format, sign/AAC, or no print/touch. Tactile copies are adult-prepared **broad fixed raised** geometry only if school-approved and welcomed by the child; no small detachable shapes, forced touch or dexterity demand. For all pages an adult can speak each source and record the child's exact plan, then read it back. If nobody makes a physical artwork, record **PLAN ONLY**. Colour is not needed for any decision.

## 1 · [Same marks, new whole](ten-mark-layouts.pdf) · [SVG](ten-mark-layouts.svg)

**Exact reading:** “Two teacher-made layouts use the *same supplied ten square marks*. Left LOW/WIDE WHOLE: two horizontal rows of five broad squares. Right TALL/NARROW WHOLE: five rows of two broad squares. The given number stays, but the whole outer shape changes. What image might you make by placing the same marks?” The count is supplied, not an art score or a maths result.

**Tactile:** fixed broad square outlines in two separate frames, with the left arranged two rows of five and the right five rows of two. Adult states the supplied count. **No print/touch:** read the two arrangements and invite the child's own whole-image choice and reason.

## 2 · [One part can be large](one-large-mark.pdf) · [SVG](one-large-mark.svg)

**Exact reading:** “Two adult-made ten-disc ideas. IDEA A has three small discs across the top, then small–LARGE–small in the middle, three small across the next row and one small below: nine small plus one large. IDEA B has ten equal small discs: four on the first row, four on the second and two on the last row. Which part might you make large, small or equal for a chosen art purpose? No viewer has been tested.” The right layout is not a required answer.

**Tactile:** fixed outlines, one large central ring versus all equal rings. Adult supplies and says the count; do not require ten separate touches. **No print/touch:** read size relationships and invite a scale choice or a reason to keep sizes equal.

## 3 · [Tall page or wide page?](turning-page.pdf) · [SVG](turning-page.svg)

**Exact reading:** “Same three broad arch marks in left TALL PAGE, a high narrow rectangle, and right WIDE PAGE, a lower wider rectangle. The arches stay in the same left-to-right order; the frame shape and surrounding space change. The question is what changes around the marks and which frame suits the child's imagined image.” No real page or body must turn.

**Tactile:** two fixed large rectangular frame outlines, one high/narrow and one lower/wider, with the same three fixed arches. **No print/touch:** say the dimensions and surrounding space; the child names an intended page direction and why.

## 4 · [My composition canvas](composition-canvas.pdf) · [SVG](composition-canvas.svg)

**Exact reading:** “One large blank original-art area. Prompts: MY WHOLE PICTURE; source FICTIONAL or ACTUAL + DATE; place, size or page direction I chose; make, direct or describe image here; WHY; actual marker/placer or PLAN ONLY.” Nothing in the work area is prefilled.

**Tactile:** one broad fixed border and named fields; adult reads each. **No print/touch:** ask fields in order and read back the child's exact plan. An actual work may be made only with approved materials.

## 5 · [Two makers, one possible page](two-maker-page.pdf) · [SVG](two-maker-page.svg)

**Exact reading:** “FICTIONAL offers, no real partner yet. Left: ARI offers one broad ARCH shaped like an upside-down U with open bottom. Right: BO offers THREE thick horizontal BARS, one above another. Below is a blank shared-page area. Question: what could the two different offers make together? Bottom note: ask before moving a real maker's mark; fictional offers are not actual permission.” No shared answer is pre-drawn.

**Tactile:** adult-fixed broad arch on one labelled card, three broad fixed bars on another, and a separate blank area; no real maker has agreed. **No print/touch:** read offers, child proposes a placement and whole image by position words/AAC. Do not log real collaboration.

## 6 · [Art and maker record](art-maker-record.pdf) · [SVG](art-maker-record.svg)

**Exact reading:** “Four blank fields in order. MY WHOLE ART IDEA—placement, size, page direction and why. SOURCE AND ACTUAL MAKER—fiction or real+date, who marked/placed or PLAN ONLY. REAL SHARED PAGE?—did both actual makers agree and choose marks, or SOLO/FICTION? ACTUAL WILLING VIEWER—who truly saw original work and their reply, or NOT SHARED.” All response lines are blank.

**Tactile:** four large fixed field boundaries, each named aloud. **No print/touch:** ask the four questions, confirm exact child words, and retain completed records privately under school policy.

## 7 · [Check S: Paper orchard](check-s-orchard.pdf) · [SVG](check-s-orchard.svg)

**Exact reading:** “CHECK S, FICTIONAL PAPER ORCHARD. Ten supplied plain round marks, shown in two neat rows of five. They are not real fruit. Below are two empty art spaces labelled IDEA 1 and IDEA 2. Show two different whole pictures from the same given set; choose one and state what visible choice made it your picture.” There is no prefilled solution or correct colour.

**Tactile:** ten broad fixed rings in two rows; adult can say the supplied number without requiring each ring to be counted or touched. Two blank response areas remain. **No print/touch:** read the source exactly and record two child-directed placements/sizes/orientations. Do not offer a composition hint before first response.

## 8 · [Check T: Puppet workshop](check-t-puppet.pdf) · [SVG](check-t-puppet.svg)

**Exact reading:** “CHECK T, FICTIONAL PUPPET WORKSHOP. MAKER A offers ONE WIDE V line. MAKER B offers TWO PLAIN ROUND BUTTONS. Beneath are two blank spaces IDEA 1 and IDEA 2. Show two possible shared pictures, keep each offer named, choose one and say why. Real makers would need agreement.” The offered marks come from a story, not real people or a real puppet.

**Tactile:** one broad fixed V on an A card, two fixed broad circles on a B card, then two blank answer areas. **No print/touch:** read maker attribution, child dictates/signs/AACs two distinct layouts and reason; adult gives no positioning cue before capture.

All art diagrams are original simple geometry. No child has to use the print, identify colour, count ten independently, touch a texture or accept shared making. The held checks stay unseen until Days 55/60.