# Full text and tactile alternatives for the two A4 aids

These alternatives reproduce the **meaning and response spaces** of the original [source-purpose sorter](source-purpose-sorter.svg) and [model-evidence planner](model-evidence-planner.svg), rather than merely naming the image. A user can work without colour, image, printer or screen. Do not make a child identify colour as evidence. Read aloud or render in large print, Braille through local production, screen reader, AAC, raised line or ordinary objects as needed. A teacher checks the final accessible format with the learner.

## Source and purpose sorter · linear reading order

Title: **One plan, four text jobs**. Instruction: Sort by **purpose and structure**; a topic word alone is not enough.

1. **REPORT** — Purpose: describes what a source shows. Structure: headings, grouped details and a limit. Example beginning: “The drawing labels ...”
2. **PROCEDURE** — Purpose: helps a reader do a task. Structure: materials and ordered actions. Example beginning: “First, fold ...”
3. **VIEWPOINT** — Purpose: offers a view and a reason. Structure: “I think”, “because” and possibly a request. Example beginning: “In my view ...”
4. **STORY** — Purpose: imagines an event and change. Structure: character, setting and action. Example: “Ivo revised his card.”

Response fields: **My source:** [name or point]. **My chosen job and two clues:** [child words/selection]. **One thing the source cannot prove:** [child words/selection]. These are blank; no answer is printed on the aid.

**Tactile build:** Put four large cards in a vertical row. Give each a different **word label and corner cut**—REPORT one cut, PROCEDURE two, VIEWPOINT three, STORY four—so position and texture support the words. Put a separate sample sentence strip under each. A child selects a card and places two small counters on the structural clues they identify. Put a closed ring or blank card at the bottom for “not shown.” Explain cuts verbally; never require touch alone.

## Model evidence planner · linear reading order

Title: **Model → evidence → useful question**. Subtitle: A summary a new reader can trust.

1. **WHAT THE MODEL SHOWS** — Name the source and an exact labelled detail. Use “The drawing shows...” Three blank lines follow.
2. **WHAT SOMEONE THINKS** — Mark whose view it is; do not turn it into a fact. Three blank lines follow.
3. **WHAT IS STILL UNKNOWN** — Name a limit and ask what evidence is needed. Three blank lines follow.

Response field: **My short summary: topic → detail → limit**. Two blank lines follow. Children may place sentence cards, select AAC phrases, dictate or draw a labelled sequence; retain their wording and source links.

**Tactile build:** Arrange three trays or textured paper rectangles **left to right** and number them 1, 2, 3 with raised numerals or Braille prepared by the school. Put a paper-source card in tray 1, a speech-bubble token in tray 2 and a question-mark token in tray 3. A child moves their own word/object cards into each tray, then follows the row to compose the summary. Keep numbered/word labels present for anyone who does not use tactile cues. The arrangement is a language organiser, not a test of fine motor speed.

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