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Braille Module 6 Introduction to Capitalization and Basic Punctuation LOC Lesson 2, Sections 2.1-2.3

PROFITT Curriculum Module # 6 – Intro to Capitalization and Basic Punctuation

Braille Module 6-1

Module 6 Introduction to Capitalization and Basic Punctuation

LOC Lesson 2.1-2.3

Summary

Goals: The goal is for the students to gain an understanding of capitalization,

paragraphing, and punctuation.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students should be able to:

BS6.1: Successfully know capital letters and fully capitalized words, paragraphing,

and six punctuation marks.

BS6.2: Review and test on capital letters and fully capitalized words, paragraphing, and six punctuation marks.

BS6.3: Transcribe centered headings and page numbering using the slate and stylus, the braille writer, Pokadot, and Perky Duck.

Instructor:

Braille instructor

Delivery Method(s):

Flash cards Lecture Classroom reading

Discussion One-on-one reading Hands on

Length: 5 hours Three topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 2.1 with EBAE II.9 Lesson 2.2 with EBAE III.18a Lesson 2.3 with EBAE I.1

Take Away Messages: As you continue to build upon the foundation of the braille alphabet you will start to make complete sentences that will pertain to the rest of your braille career. Brick by brick your stamina in vocabulary and numbers will increase. You will learn how important it is to proofread your own work and that of your co-workers. Learning good proofreading habits are like pulling pebbles out of the mortar of the bricks before they are put in the kiln. This makes for sturdy, strong bricks with which to continue building. Pay attention to the rules of the LOC Manual and you will be successful.


Braille Module 6-2

Instructor Preparation

Title of Module: Introduction to Capitalization and Basic Punctuation

The purpose of this module is for the students to continue building upon the foundation

of braille through learning capitalization and punctuation by memorizing their dot

formation and the rules of the braille code. They will also begin the process of

structuring by learning literary paragraphing, centered headings, and page numbering

in braille. This module will allow the students an opportunity to practice proofreading

habits that will serve them on their path to becoming transcribers.

Agenda – topics to be covered in the module and length of each item

Topic: Capitalization and Punctuation Time Allotted: 5 hours

A. Introduction to Capitalization and Punctuation

(2 hours)

B. Review and Test

(1 hour)

C. Formatting Centered Headings and Page Numbering

(2 hours)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts and Answer Sheets: Proofreading Error Sheet (6.A.1), Lesson 2: Punctuation List (6.A.2), Lesson 2.1-2.3: Worksheet 1 (6.A.3), Answers to 2.1-2.3: Worksheet 1 (6.A.4), Lesson 2.1-2.3: Worksheet 2 (6.A.5), Answers to Lesson 2.1-2.3: Worksheet 2(6.A.6),Lesson 2.1-2.3: Test (6.B.1), Answers to Lesson 2.1-2.3(6.B.2), Structuring and Formatting (6.C.1)

Classroom Preparation

1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and highlighter.

2. Have the classroom flashcards prepared for Lesson 2 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.


Braille Module 6-3

Curriculum Content

A. Introduction to Capitalization and Punctuation (2 hours)

Objective BS6.1: Successfully know capital letters and fully capitalized words,

paragraphing, and six punctuation marks.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with LOC Manual: Lesson 2.1 and with EBAE II.9, which

covers capital letters and fully capitalized words.

The instructor needs to know how to use the Proofreading Error Sheet (6.A.1)to

explain it to the students.

You will need to divide the class into groups of three for proofreading. This can change

every 2-3 lessons. You will need to make available copies of the Proofreading Error

Sheet (6.A.1) for the students. Please pass out several copies to each student or

place a stack of them in an easily accessible location.

You will need a copy of Lesson 2 flashcards (Les2Flashcards.docx).

The worksheets needed for this section are: Proofreading Error Sheet (6.A.1),

Lesson 2: Punctuation List (6.A.2), Lesson 2.1-2.3: Worksheet 1 (6.A.3),

Answers to Lesson 2.1-2.3: Worksheet 1(6.A.4), Lesson 2.1-2.3: Worksheet

2(6.A.5), and Answers to Lesson 2.1-2.3: Worksheet 2(6.A.6).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

In various activities in this topic, students are required to proofread their work as well

as some of their classmate’s work. You can use this time to discuss with students how

to proofread with accuracy. Some students may question the need to proofread after

brailling, as they are proofing while they are brailling. Please state to the students:

“You are required to proofread as you are brailling, but you are also required to

proofread upon completion of your work. It is always good to wait awhile

before you proofread your work. This gets your mind off of the work you just

did, then when you pick it up again you will be more likely to find your

mistakes. Eventually you will get better and better at brailling, but even then

you will be proofreading your own work and that of your fellow students.

Proofreading is a very important step towards producing the highest quality of

braille for the reader. Every braille transcription will be proofread by an

experienced transcriber in preparation for the braille reader.”


Braille Module 6-4

In this section the transcribers in training will also learn to proofread their work and that of their fellow coworkers. The instructor will need to supply copies of the Proofreading Error Sheet (6.A.1). Following is a list of the procedures to fill out the Proofreading Error Sheet (6.A.1). Please write these instructions where the

transcribers in training can see it often (such as on a poster board or erasure board).

How to Successfully Proofread

1. Fill out the top of the Proofreading Error Sheet (6.A.1) with your name and

the other required information.

2. Proofread YOUR OWN work and make corrections to your file, prior to handing it to another transcriber in training. Once you feel comfortable with your work print

another copy to pass on to the first proofreader.

3. The first proofreader is to fill in the correct information on the Proofreading

Error Sheet (6.A.1), such as their name, the page number, line number,

description of the error to be corrected, etc. Upon completion they are to return

this to the transcriber in a timely manner.

4. You are to make sure the mistakes the proofreader found are actually incorrect

according to the LOC Manual rules. If the mistakes on the error sheet are wrong

according to the rules, make corrections to your file. (Sometimes the proofreader

will think there is a mistake, but they may be incorrect. Make sure your

corrections are according to the CODE BOOK or you may be making changes that

are correct. KNOW YOUR RULES!) Once all your corrections are complete print

out another copy to pass on to the second proofreader.

5. The second proofreader is to fill in the correct information on the Proofreading

Error Sheet (6.A.1), such as their name, the page number, line number,

description of the error to be corrected, etc. Upon completion they are to return

this to the transcriber in a timely manner.

6. Once again, make sure the mistakes the proofreader found are actually incorrect

according to the LOC Manual rules. KNOW YOUR RULES! Once all your

corrections are complete print out another copy to proofread yourself. This final

proofread will test your knowledge as you check word-for-word according to the

embossed copy of the Drills Reproduced in Braille book.

7. When you have completed this task staple all forms to the copies and turn it into

the instructor.


Braille Module 6-5

The instructor will pass out the Lesson 2: Punctuation List (6.A.2) to each student.

This list introduces the characters from Lesson 2.

The instructor will use the classroom flashcards for Lesson 2. The flashcards for Lesson

2 introduces six punctuation marks: period, question mark, exclamation point, comma,

semicolon, and colon. Start out slowly and pick up speed. Hold each card up and allow

the students to shout out the punctuation marks. Then allow time for you to call on the

students’ one at a time. This will help to allow each student to test their memory.

If time permits you may also want to review the flash cards from Lesson 1.

Have the students make their flashcards for Lesson 2 using the index cards.

Continue to encourage the use of the flash cards in the class room and privately.

Discuss ways of memorizing these marks of punctuation. The instructor will say:

“A period is a dot – a lower d, an exclamation point is a lower f for fooey! –

Okay, maybe not how you spell it, but it works, a question mark means “huh?” –

or a lower h, a colon is a dropped c.”

Discuss how to use LOC Manual with EBAE.

As a class the students will read and discuss LOC Manual: Lesson 2.1and EBAE II.9 about capital and fully capitalized words.

Next students will complete Drill 5 on Page 2-1 using Perky Duck. Remind the students

to read down the columns, placing each name on a separate line.

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.

As class the students will read and discuss LOC Manual: Lesson 2.2-2.3 and

EBAEIII.18.a and I.1 about paragraphing and the six punctuation marks: period,

question mark, exclamation point, comma, semicolon, and colon.

Please state to the students:

“Structure your lesson prior to transcription. Be consistent. The better you structure the easier it will be to do the actual transcription. Remember to look at

the rule book for help and that there are 40 cells on each braille line.”

Next students will complete Drill 6 on Pages 2-2. This Drill consists of 12 complete

sentences to be brailled on Perky Duck.


Braille Module 6-6

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to Successfully Proofread” steps.

The instructor will hand out the Lesson 2.1-2.3: Worksheet 1 (6.A.3). This worksheet was created for the students to practice their knowledge of reading 24 simulated braille words. The students are first to take turns reading this exercise with another student, then write the words out in longhand over the simulated braille. This practice helps the students to realize the importance of sight to speech aids which are very significant in the braille learning process. This activity also helps the students to

learn some valuable proofreading and teamwork skills. An answer key is included.

It is expected that the students will successfully learn to read braille out loud and to

understand what they are reading.

The Lesson 2.1-2.3: Worksheet 1 (6.A.3) was created as a help tool with 10

sentences for the students to proofread and find the mistakes in the simulated braille

on the following page. The students are to use the Structuring and Formatting

(6.C.1) handout to structure the print copy prior to proofreading. This will help them

to visualize the mistakes. The better the students structure a lesson the easier it will be

to do the actual transcription. Then the students are to proofread each braille sentence

on the second page and circle or highlight each braille cell that is incorrect. Remind the

students to look in the rule book. The instructor may want to have them state the rule

to support their answer. An answer key is included.

B. Review and Lesson 2.1-2.3Test (1 hour) Objective BS6.2: Review and test on capital letters and fully capitalized words,

paragraphing, and six punctuation marks.


The instructor will be familiar with sections 2.1-2.3 of the LOC Manual and the test

created for students.

The handout needed for this section is: Lesson 2.1-2.3: Test (6.B.1) and Answer

to Lesson 2.1-2.3: Test (6.B.2).


The review includes sections 2.1-2.3 of the LOC Manual. The review is designed to

prepare the students for the following test. The instructor is to go over each section


Braille Module 6-7

with emphases on areas that will be on the test. Allow the students to ask any

questions pertaining to the context of Lesson 2. Answer any questions.

The instructor will pass out Lesson 2.1-2.3: Test (6.B.1) and explain that this test

includes circling the appropriate answer, structuring words, true or false, and naming

the punctuation and giving the dot formation. An answer key is included. This test

may be used as an open book test.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge

acquired over Lesson: 2.1-2.3 of the Instruction Manual for Braille Transcribing Fifth

Edition, 2009.It is expected that the students will fully grasp the braille rules for capital

letters, fully capitalized words, paragraphing, and the six punctuation marks so as to

continue with the lessons. This test will help both the teacher and the students to

understand the students’ strengths and weaknesses. The outcome will allow the

instructor and the student to work together to strengthen the students weaknesses in

any area.

C. Formatting Centered Headings and Page Numbering (2 hours)

Objective BS6.3: Transcribe centered headings and page numbering using the slate and stylus, the braille writer, Pokadot, and Perky Duck.


The instructor will need to be familiar with transcribing headings on the slate and

stylus, the Perkins Brailler, Pokadot, and Perky Duck in order to help the students.

We recommend the 40-cell board slate that is available from Howe Press for the

braille slate and stylus.

The handout needed for this section is: Structuring and Formatting(6.C.1).


The instructor is to discuss the importance of formatting the centered heading in braille.

Review the Structuring and Formatting (6.C.1) handouts with students to help

them gain a better understanding of the concept.

Please state to the students:

“It is through the structural format that the braille reader indicates what is what

in the literature. The headings and page numbers are as significant to the braille


Braille Module 6-8

reader as it is to a sighted reader; therefore it is imperative that the formatting is

lined up with the rules in the LOC Manual.”

Now discuss the importance of formatting headings and page numbers. The

instructor may say:

“An exact representation on the transcription from print to braille would

be perfect, but sometimes transcribing is not so easy. The braille reader

can tell what an item is through the format. You will want to apply the

rules you learn so that the transcription will be as close to the print copy

as possible.

Just as a sighted person needs the title of the book, so does the braille

reader. That is why headings are set off by centering. Remember to

count every cell used and to do the math to come up with the cell that the

heading will start in.

Consecutive braille page numbers should be shown at the right margin on

the first line of each page on the same line as the heading. The braille page

numbers help the braille reader be informed where they are in the book just as

print numbers do for the sighted reader.”

There are 4 activities in this section. The students will center a heading and page

number using the following: the slate and stylus, the braille writer, Pokadot, and Perky

Duck. These activities will give the students a feel for the various ways to produce

braille.

Have the students review and implement math for the centered heading in the

Structure handout to determine the cell in which the heading will start.

Now discuss the importance of formatting page numbers. Consecutive braille

page numbers should be shown at the right margin on the first line of each page

(on the same line as the heading).

The first activity is for the students to learn to manipulate the slate and stylus by

brailling a centered heading and inserting a page number. As the instructor

demonstrates the use of the slate and stylus explain the following:

“The braille slate consists of two pieces, a hinged metal guide and a flat wooden board. The bottom portion of the metal guide has four rows of indented braille cells. The top portion has four rows of cutouts that fit exactly over the indented cells and serve as a template for the stylus. Two pegs on


Braille Module 6-9

the underside of the guide fit into regularly spaced holes at the left and right

sides of the wooden board.

Insert the guide into the set of holes nearest the top of the board, with the hinged side at your left. Before inserting the paper, open the metal guide as you would a book. At the top of the board there is a metal clasp with two prongs on the lower piece. Place the paper well up over the prongs, with its left edge against the hinge of the guide and the 11½-inch dimension of the paper running from left to right. To make sure that the paper is inserted straight, keep the bottom of the paper exactly parallel to the lower edge of the board. Snap the clasp shut and close the metal guide over the paper. The prongs of the clasp hold the paper in place, and the holes made by the prongs make it possible to replace the paper in exactly the same position

when necessary.

The point of the stylus is used to press the paper into the indented cells, thus forming the desired dots. In doing so, hold the stylus in a vertical position, rather than at a slant, in order to ensure a clear, firm dot. Four lines of braille can be written with the guide in the first position. When these lines have been written, move the guide down into the next set of holes without removing the paper. Continue in this manner until the entire page has been

completed.”

Have the students use the slate and stylus to center the heading: BLINDSIDE with page

number 1. Remind the students to review the rules for centering a heading and

formatting page numbers, if necessary. A blank line should follow the centered running

head and the first line of text on page 1 only. The page number is at the right margin.

When the students have completed this activity they are to do the same activity on the

braillewriter.

Next they are to complete this activity on Pokadot.

The instructions for Pokadot are:

For Pages 1 and 2

Braille the running head, and center it using the chord <Spacebar Dot 2>.This will

put the running head in the right spot but it also takes you to the next line. Return to

the running head line by using the <↑>. Use the <End>key to take you to the right

side of the running head. Now use the spacebar to move the cursor towards the right

margin. For 1 digit page numbers, the number sign should be in cell 39. For 2 digit

page numbers, the number sign should be in cell 38.


Braille Module 6-10

From page 3 onward

Braille the page number beginning in cell 1. Then use the chord <Spacebar Dot

4>.This will center your running head and put your page number in the correct place at

the right margin. Make sure your running head on page 2 is correct because

POKADOT copies from that page when you use<Spacebar Dot 4>. Remind students

of the rules in centering a heading and inserting a page number.

Lastly, students will use Perky Duck to complete this activity.

ASSESSMENT

The instructor will review each students work to make sure they understand how to

apply the heading and page number.

Best Practices

1. Discuss the practice of not dividing words between pages.

Frequently Asked Questions

1. What do I do if I count for a centered heading and have an odd number?

Answer: Remember: When a heading occupies an uneven number of cells so that

it cannot be perfectly centered, move the heading off center by one cell to the left,

so that the extra blank cell is to the right of the heading. A good reminder is the

extra blank cell always goes to the right to allow room for the page number, if

needed.

2. I don’t understand the need to proofread. I proofread as I am brailling so why

would I have to proofread again when I am finished?

Answer: You are required to proofread as you are brailling, but you are also required

to proofread upon completion of your work. It is always good to wait awhile before

you proofread your work. This gets your mind off of the work you just did, then when

you pick it up again you will be more likely to find your mistakes. Eventually you will

get better and better at brailling, but even then you will be proofreading your own

work and that of your fellow transcribers-in-training. Proofreading is a very important

step towards producing the highest quality braille transcription for the reader. Every

braille transcription will be proofread by an experienced transcriber in preparation for

the braille reader.


Braille Module 6-11


Braille Module 6-12

Braille Module 6 Introduction to Capitalization and Basic Punctuation

LOC Lesson 2, Sections 2.1-2.3 Handouts and Answer Sheets


Braille Module 6-13

Proofreader Error Sheet (6.A.1)

6.A.1

Name of Transcriber:

Name of Proofreader:

Lesson #: Drill #: Exercise #:

Date Rcvd: Date Proofread:

Page #: Line #: Error:

Page #: Line#: Error:




















Braille Module 6-14

Lesson 2: Punctuation List (6.A.2)

period . 4 dots 256

question mark ? 8 dots 236

exclamation point ! 6 dots 235

comma , 1 dot 2

semicolon ; 2 dots 23

colon : 3 dots 25

hyphen - - dots 36

dash — -- dots 36, 36

6.A.2


Braille Module 6-15

Lesson 2.1-2.3: Worksheet 1 (6.A.3)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1.01 Anteater°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.02 barracuda°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 Cheetah°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.04 dingo°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 Fox°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.06 giraffe°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 Hippopotamus°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 ibex°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 Jaguar°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.10 kangaroo°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 Llama°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.12 monkey°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 Nigal°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.14 octopus°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 Porcupine°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 quagga°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.17 Rabbit°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.18 squirrel°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.19 Tarantula°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.20 vulture°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 Walrus°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 xenopus°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 Yak°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 zebra°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

6.A.3


Braille Module 6-16

Answers to Lesson 2.1-2.3: Worksheet 1 (6.A.4)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1. anteater 2. barracuda 3. cheetah 4. dingo 5. fox 6. giraffe 7. hippopotamus 8. ibex 9. jaguar 10. kangaroo 11. llama 12. monkey 13. nigal 14. octopus 15. porcupine 16. quagga 17. rabbit 18. squirrel 19. tarantula 20. vulture 21. walrus 22. xenopus 23. yak 24. zebra

6.A.4


Braille Module 6-17

Lesson 2.1-2.3: Worksheet 2 (6.A.5)

Proofread each sentence in simulated braille on the following page and

highlight each braille cell that is incorrect. Remember to look in the rule

book.

1. Let's go eat at MacDonalds.

2. ICE CREAM! ICE CREAM!

3. Do you like to swim at the YMCA?

4. Mary, Tom, and Henry went to watch TV.

5. Please give me a piece of the strawberry cake.

6. I need a pen, paper, and a pencil.

7. We want to go to the Olive Garden for lunch!

8. OUTCAST is my favorite song on the radio.

9. You must use a lot of brain cells to make braille cells!

10. Would you like to go to the park and take a walk?

6.A.5


Braille Module 6-18

1.01 °°#A4°,LET'S°GO°EAT°AT°,MACDONALDS4°°°°°

1.02 °°#B4°,,ICE°,CREAM6°,,ICE°,CREAM6°°°°°°°

1.03 °°#C4°,DO°YOU°LIKE°TO°SWIM°AT°THE°°°°°°°

1.04 ,Y,M,C,A8 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#D4°,MARY1°,TOM1°AND°,HENRY°WENT°TO°°°

1.06 WATCH°,T,V4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#E4°PLEASE°GIVE°ME°A°PIECE°OF THE°°°°°

1.08 STRAWBERRY°CAKE4°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#F4°,I°NEED°A°PEN"°PAPER1°AND°A°PEN-°°

1.10 CIL4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#G4°,WE°WANT°TO°GO°TO°THE°,OLIVE°,GAR-

1.12 DEN°FOR°LUNCH4°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#H4°,OUTCAST°IS°MY°FAVORITE°SONG°ON°°°

1.14 THE°RADIO4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#I4°,YOU°MUST°USE°LOT°OF°BRAIN°CELLS°°

1.16 TO MAKE BRAILLE CELLS6°°°°°°°°°°°°°°°°°°

1.17 °°#AJ4°,WOULD°YOU°LIKE°TO°GO°TO°THE°PARK

1.18 AND°TAKE°A°WALK6°°°°°°°°°°°°°°°°°°°°°°°°

1.19 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

6.A.5


Braille Module 6-19

Answers to Lesson 2.1-2.3: Worksheet 2 (6.A.6)

Proofread each sentence in simulated braille on the following page and

highlight each braille cell that is incorrect. Remember to look in the rule

book.

1. Let's go eat at MacDonalds.

2. ICE CREAM! ICE CREAM!

3. Do you like to swim at the YMCA?

4. Mary, Tom, and Henry went to watch TV.

5. Please give me a piece of the strawberry cake.

6. I need a pen, paper, and a pencil.

7. We want to go to the Olive Garden for lunch!

8. OUTCAST is my favorite song on the radio.

9. You must use a lot of brain cells to make braille cells!

10. Would you like to go to the park and take a walk?

1. Capitalize “d” in MacDonalds.

2. Double capitalize “cream” (both times).

3. Double capitalize “ymca”.

4. Double capitalize “tv”.

5. Capitalize “please”.

6. A comma is dot 2.

7. Exclamation point is 235.

8. Double capitalize “outcast”.

9. Missing word “a”.

10. A question mark is dots 236.

6.A.6


Braille Module 6-20

1.01 °°#A4°,LET'S°GO°EAT°AT°,MACDONALDS4°°°°°

1.02 °°#B4°,,ICE°,CREAM6°,,ICE°,CREAM6°°°°°°°

1.03 °°#C4°,DO°YOU°LIKE°TO°SWIM°AT°THE°°°°°°°

1.04 ,Y,M,C,A8 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#D4°,MARY1°,TOM1°AND°,HENRY°WENT°TO°°°

1.06 WATCH°,T,V4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#E4°PLEASE°GIVE°ME°A°PIECE°OF THE°°°°°

1.08 STRAWBERRY°CAKE4°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#F4°,I°NEED°A°PEN"°PAPER"°AND°A°PEN-°°

1.10 CIL4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#G4°,WE°WANT°TO°GO°TO°THE°,OLIVE°,GAR-

1.12 DEN°FOR°LUNCH4°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#H4°,OUTCAST°IS°MY°FAVORITE°SONG°ON°°°

1.14 THE°RADIO4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#I4°,YOU°MUST°USE°LOT°OF°BRAIN°CELLS°°

1.16 TO MAKE BRAILLE CELLS6°°°°°°°°°°°°°°°°°°

1.17 °°#AJ4°,WOULD°YOU°LIKE°TO°GO°TO°THE°PARK

1.18 AND°TAKE°A°WALK6°°°°°°°°°°°°°°°°°°°°°°°°

1.19 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

6.A.6


Braille Module 6-21

Lesson 2.1-2.3: Test (6.B.1)

Circle or highlight the appropriate answer.

1. There is (no or a) separate alphabet(s) for capital letters.

2. The capital sign is the dot (3 or 6).

3. When all the letters in a word are capitalized you would place (3 or 2) capital signs

before the affected word.

Structure the following words concerning capitalization.

4. Suzy, Christine, And Julie 7. MacPEARSON

5. BRAILLE IS FUN! 8. THE Great Houdini.

6. Old McDonald 9. I will do a GOOD job.

10. Call upon the LORD and be saved.

Circle True or False.

11. [diff.] means the rules are different from Nemeth. True or False.

12. Never leave a blank line between paragraphs unless the print indicates a break in

thought or scene. True or False.

13. Eye candy is for visual symmetry. True or False.

Name the punctuation and give the dot formation.

14. 8

15. 1

16. 3

17. 4

18. 6

19. 2

20. ,

21. ,,

6.B.1


Braille Module 6-22

Answers to Lesson 2.1-2.3: Test (6.B.2)

Circle or highlight the appropriate answer.

1. There is (no or a) separate alphabet(s) for capital letters.

2. The capital sign is the dot (3 or 6).

3. When all the letters in a word are capitalized you would place (3 or 2) capital signs

before the affected word.

Structure the following words concerning capitalization.

4. .Suzy, .Christine, .And .Julie 7..Mac..PEARSON

5. ..BRAILLE ..IS ..FUN! 8...THE .Great .Houdini.

6. .Old .Mc.Donald9..I will do a ..GOOD job.

10. .Call upon the ..LORD and be saved.

Circle True or False.

11. [diff.] means the rules are different from Nemeth. True or False. Braille

Formats

12. Never leave a blank line between paragraphs unless the print indicates a break in thought or scene. True or False.

13. Eye candy is for visual symmetry. True or False. Visual Appeal

Name the punctuation and give the dot formation.

14. 8 question Mark dots (236)

15. 1 comma dot (2)

16. 3 colon dots (25)

17. 4 period dots (256)

18. 6 exclamation point dots (235)

19. 2 semicolon dots (23)

20. , capital dot (6)

21. ,, double capital dots (6, 6)

6.B.2


Braille Module 6-23

STRUCTURING AND FORMATTING (6.C.1)

(From NBA Bulletin, Fall 87, edited for reprinting)

STRUCTURING

Different terms have been used for the process of preparing a comprehensive braille presentation of a print textbook. Structuring or formatting are the terms used here to refer to this process. The term braille format usually refers to a standard way some specific print form is transcribed in braille.

While the person preparing the format has choices to make, he/she is still bound by the directives set forth in Code of Braille Textbook Formats and Techniques, 1977. Anyone who undertakes to structure a textbook should be familiar with this Code and its contents. The answers to most questions are there. It is important to analyze each element of the print structure. You must be able to identify the print format in order to find the correct braille format. It is necessary to distinguish an attribution from a permission footnote, columns from a table, and/or marginal commentary from a synopsis.

FORMATTING

Format is the physical appearance of the text. In print it includes the choice of type—fonts, faces, sizes, colors— to be used with different sections or features of the text; headings and their placement, the positioning of various supplementary materials and the style of presentation; the inclusion of photographs or other illustrations; style of index; and more.

Braille format is much more limited and yet it must try to represent for the braille reader everything important that print represents for the sighted. We have these things to work with: symbols to indicate special emphasis; indention patterns; blank lines; a limited array of graphics formed from combinations of the braille cell such as boxing lines.

Every item that is brailled must be formatted. A heading followed by paragraphs is a format. This is so basic, done so automatically, that you may not realize you are formatting the braille from the print. Print indents four or five spaces, braille only two. Print may block paragraphs and leave blank lines between; braille indents paragraphs and does not separate them.

NBA 6-98

6.C.1

Documents

Braille Module 6 Introduction to Capitalization and Basic ...profitt.gatech.edu/drupal/sites/default/files/curriculum/Literary... · Braille Module 6 Introduction to Capitalization