# Eight original A4 aids · exact linear, fixed-tactile and no-print routes

All eight [SVG/PDF pairs](generate_print.py) are A4 portrait. PDFs are visual pages, **not tagged PDFs**. Use exact descriptions below or a locally checked assistive format. Adult-prepared **broad fixed raised** lines are optional only with local approval and child preference; no small detachable part, plant touching, forced texture, fine-motor task, colour recognition or print decoding is needed. A child can direct or describe the same art decision via speech, sign or AAC. Adult repeats the plan; if nobody physically makes an artwork, record **PLAN ONLY**.

## 1 · [Story fact or art choice?](source-and-choice.pdf) · [SVG](source-and-choice.svg)

**Exact reading:** “Internal FICTION, not a real family album. STORY SAYS: Mika and Sol make cardboard boats; Ren showed how to fold the front; Sol made a paper flag. Colour and surface marks are NOT stated. Below is an ADULT illustrator example: a plain trapezoid-like boat outline with five short upright marks on its side. That outline and marks are invented for the picture.” Do not ask for a real child's family or treat the invented boat appearance as a source fact.

**Tactile:** fixed broad blank boat-like outline and five fixed short upright lines in an **adult example** area, separate from a labelled story-fact area. **No print/touch:** read source statements and the model's invented marks; invite one child-selected mark not claimed by the story.

## 2 · [Short marks, long marks](short-long-marks.pdf) · [SVG](short-long-marks.svg)

**Exact reading:** “Same fictional plain card side in two panels. Left SHORT MARKS: five short upright lines near its middle. Right LONG MARKS: three much longer upright lines near its middle. Both card rectangles are otherwise plain. The drawing lines differ in length; they do not prove how a real surface feels.” Counts are supplied, not assessed.

**Tactile:** fixed broad lines of clearly different lengths on two separate adult-prepared cards. **No print/touch:** read the lengths and ask where the child would choose short/long marks on an imagined object, and why.

## 3 · [Close or spaced?](close-spaced-marks.pdf) · [SVG](close-spaced-marks.svg)

**Exact reading:** “Same four broad upright dashes in two fictional paper-side rectangles. Left CLOSE TOGETHER: four dashes with small gaps, near the centre. Right SPACED APART: four dashes with much wider gaps across the centre. Ask what the gaps could do in the child's own picture. No repeating-unit or material-feel claim is supplied.”

**Tactile:** two separate fixed broad dash sets with small versus large gaps; adult names spacing. **No print/touch:** read exact positions and invite two child-chosen spacing plans.

## 4 · [Illustration canvas](illustration-canvas.pdf) · [SVG](illustration-canvas.svg)

**Exact reading:** “One large blank original-illustration area. Fields: the source says ___; my chosen line length/direction/spacing ___; make/direct/describe picture here; my invented part and why ___; actual marker/placer ___ or PLAN ONLY.” No story answer is prefilled.

**Tactile:** one broad fixed blank border and named fields. **No print/touch:** ask the fields in this order and read the child's exact source/art distinction back.

## 5 · [Plant view or paper fiction?](plant-view-note.pdf) · [SVG](plant-view-note.svg)

**Exact reading:** “Top labelled FICTIONAL PAPER PLANT PRACTICE: one oval-like white paper leaf outline with a gently wavy edge; it is not a real plant. Lower blank fields: MY SOURCE ACTUAL APPROVED VIEW / FICTION; if actual, date, plant/viewpoint and visible feature; my art mark choice, not a plant-change claim. Bottom: no plant touch, species guess or invented growth.” The fictional shape includes a slight wave, not named veins or flowers.

**Tactile:** a fixed broad oval/wavy paper outline only as a fictional model, then separate blank source fields. **No print/touch:** read the fiction label, then ask the teacher to state whether an actual approved plant view exists today; child makes a mark plan from the true route.

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

**Exact reading:** “Four blank fields in order: SOURCE / DATE / VIEW—real approved source or fiction and exact seen/stated fact; MY ART MARK—line length, direction or spacing and child's reason; ACTUAL MARKER / SUPPORT—who really marked, or PLAN ONLY; ACTUAL WILLING VIEWER—who truly saw own work and their reply, or NOT SHARED.” No child result is filled in.

**Tactile:** four broad fixed rectangular field borders, each read aloud. **No print/touch:** ask the four fields and keep any completed record privately under school rules.

## 7 · [Check U: Card lantern](check-u-lantern.pdf) · [SVG](check-u-lantern.svg)

**Exact reading:** “CHECK U, FICTIONAL CARD LANTERN. A plain upright rectangular card outline has one wide rectangular opening in its centre. The surrounding outer band is plain with NO marks. Below are two empty spaces, IDEA 1 and IDEA 2. Add two different invented line textures to that same outer band, choose one, distinguish story fact from art addition. No real light, heat or electrical task.” No solution marks are prefilled.

**Tactile:** one broad fixed outer rectangle and one inner opening; **no** pre-added surface lines; two blank response areas. **No print/touch:** read the source exactly and record two child-directed mark plans, without adult cue suggestions before first response.

## 8 · [Check V: Same paper edge](check-v-edge.pdf) · [SVG](check-v-edge.svg)

**Exact reading:** “CHECK V, FICTIONAL PAPER GARDEN CARDS. Left STORY MONDAY and right STORY THURSDAY show **identical** white paper leaf-like shapes. Each upper edge has exactly three rounded bumps, with a broad curved lower edge. Neither card shows a real plant or source change. Below are two blank spaces ART IDEA 1 and ART IDEA 2. Choose two different line treatments of that same source edge; choose one and explain source sameness versus art change.”

**Tactile:** two identical broad fixed paper outlines, each with three rounded upper bumps, and two blank response spaces. **No print/touch:** read the exact same feature twice, then capture the child's two mark treatments and reason neutrally. Do not suggest growth or an answer.

All diagrams are original simple geometry. Keep Check U/V sources hidden until Days 65/70. A child may use no print or touch and still make the same visual-art decision; real plant/family/audience evidence has separate gates.