These are not controlled decodables. Read them aloud, offer an accessible text version, and discuss meaning. For independent reading, use a separate book/text matched to each child's taught letter patterns and record self-read words, rereading and support. The fictional documents below describe paper proposals, not verified information about an actual school, town or person. Do not turn their invented counts into local facts. Cards H and I are kept in fresh checks, not opened for practice.
Card A · A report panel: The Share Shelf paper plan
Purpose: describe what the drawing contains to someone who has not seen it. Audience: visitors to an imaginary design table.
The proposed corner. The top-view drawing labels one shelf, two low tables and three paper baskets. One basket is marked RETURN, and two are marked BORROW. A broad paper path runs from an entrance arrow to the shelf. The plan gives the path no measurement.
What the drawing can tell us. A reader can count the labelled baskets and follow the marked path. The drawing does not show a real room or tell us whether a person using a wheelchair could reach the shelf. It contains no borrowing record and no account of what visitors prefer. Those questions need a separate, appropriate check before anyone makes a real-life claim.
Card B · A procedure: Make a paper visitor card
Purpose: help a reader build a model card; no visit or borrowing is involved.
What you need: a scrap of paper, a pencil and the Card A drawing or its text description.
- Fold the scrap once to make two panels.
- Write START in the first panel and QUESTION in the second.
- In START, name the entrance arrow and one labelled feature from Card A.
- In QUESTION, write one thing the paper plan cannot answer. For example: “How wide is the path?”
- If a reader cannot locate the feature, point to the exact label or replace your phrase with the printed label.
- Ask the reader which sentence helped. Revise one unclear word. This is a paper-reading test, not an access audit of a real place.
Card C · A viewpoint message: A place to pause
Dear design team,
I like the idea of a clear path on the Share Shelf plan. The drawing shows one shelf and two low tables. In my view, a labelled place to pause would make the paper route easier to explain to a new reader. The drawing does not show how actual visitors move, so I cannot say that everyone needs the same feature. Could the next sketch show a pause point and a path width, so we can ask better questions?
From, Nia, a fictional reviewer
Card D · A short story: The card that made two readers stop
Ivo placed his folded visitor card beside the model and watched Mira read. “Start at the arrow. Walk to the table,” his first sentence said. Mira put her paper counter on the table nearest the arrow. Ivo had meant the other table. He felt a hot flicker of embarrassment and reached to move her counter himself.
“Wait,” Mira said. “I did what the words told me.” Her finger stayed on the sentence. Ivo looked at the two low tables in the drawing. The labels did not tell one from the other.
He drew a tiny star beside the table next to the shelf, then stopped. A star would only help if the reader knew what it meant. He changed the sentence instead: “From the entrance arrow, follow the paper path to the low table beside the shelf.”
Mira tried again. This time she reached the table he meant. Ivo left his first sentence on the back of the card. It showed him where a reader had needed more than he had given.
Discuss: Which line tells you Mira used the words rather than guessed? What did Ivo first feel, and which detail suggests it? A reader may still need a different format; one successful paper test is not proof of universal access.
Card E · Text-only mock online page: Share Shelf
This is an invented page mock-up, not a live website. Its layout is written out so a screen reader or paper user can follow it.
Home > Plan > Visitor card (breadcrumb showing location)
Headline: Make a visitor card for the paper plan
Menu: Plan details ▾ (would open: labelled features; questions; changes)
Main heading: What the drawing shows
The drawing labels one shelf, two low tables and three paper baskets. Jump to questions would move to the question heading on this page. The link is represented here as a real page anchor, so keyboard and screen-reader users can test it in this document too.
Question heading: What we still need to ask
The drawing does not measure the path or show actual visitors. A menu or picture alone cannot tell us those facts. A clear text label and logical heading order help readers locate information; a working real site would still need user testing and accessible code.
Card F · Report: Reading corner paper model
Model inventory. A folded paper rectangle stands for a room. Its top-view plan marks a shelf on the left, a mat in the centre, a lamp symbol on the right and an entrance arrow at the bottom. A dotted line connects the entrance arrow to the mat. A second, side-view sketch shows the shelf below a drawn window. Neither sketch includes a scale.
Limit. The paper model can show intended positions. It cannot show how much daylight enters a real room, whether a person can reach the shelf, or whether anyone would enjoy using the corner. A useful next question is what needs measuring or trying with a real, consented user before making an access claim.
Card G · Designer's note on the same model
“I think the mat is the best place to read because it sits in the centre of the top-view drawing. If the real shelf were low enough, some readers might reach it from the mat. I would test that with people who choose to take part. The model's neat dotted route does not prove it is a comfortable or accessible real route.”
Compare: Card F reports labelled positions and limits. Card G expresses a preference and a conditional prediction. Both refer to the same fictional model. Neither provides a real measurement or a visitor preference survey.
Small word-work bank for teacher preview
Week 3: report, reporter, revise, revision, visible, invisible, reader, reading. Week 4: model, remodel, measure, measurement, possible, impossible, predict, prediction. Teach only patterns already within reach for the learner; demonstrate base/prefix/suffix and read whole words together. These words are practice, not the fresh assessment words.
Original resource rights: © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and indicate changes. All contexts and characters are invented.