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Braille Module 7 Basic Punctuation: The Hyphen LOC Lesson 2.4

PROFITT Curriculum Module # 7 – Basic Punctuation: The Hyphen

Braille Module 7-1

Module 7 Basic Punctuation: The Hyphen

LOC Lesson 2.4

Summary

Goal(s): The goal is for the students to gain an understanding of the braille hyphen. SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students should

be able to:

BS7.1: Know the dot formation and understand the braille rules for the hyphen.

BS7.2: Review and test on the hyphen.

BS7.3: Demonstrate team building skills.

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 2.4 with EBAE: I.5

Take Away Message(s): You now have another brick in the building. You learned how to use the hyphen. Knowing how to apply the rules of the hyphen is important to transcribing. You will be using the hyphen for a variety of reasons. Always remember to use a good hard-copied dictionary less than 10 years old or an online dictionary to distinguish when and where to put a hyphen. A hyphen is just a little line in print, but in braille it makes a big difference to the braille reader to perceive correct punctuation and syllabication. We want to make sure we use the hyphen correctly by following the rules that apply whenever necessary. The braille reader is depending on you.


Braille Module 7-2

Instructor Preparation

Title of Module: Basic Punctuation: The Hyphen

The purpose of this module is for the students to memorize the dot formation for the braille hyphen and learn the rules in the braille code for the use of the hyphen. The students will also learn about developing team building skills in order to learn to cooperate and work professionally with others.

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

Topic: The Hyphen Time Allotted: 5 hours

A. Learn the Hyphen (2 hours)

B. Review and Test (1 hour)

C. Team Building Skills (2 hours)

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

1. LOC Manual: Lesson 2.4 with EBAE: I.5

2. Drill book for each student

3. 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.

4. Handouts and Answer Sheets: Lesson 2.4: Worksheet 1 (7.A.1), Answers to Lesson 2.4: Worksheet 1 (7.A.2), Lesson 2.4: Worksheet 2 (7.A.3), Answers to Lesson 2.4: Worksheet 2 (7.A.4), Lesson 2.4: Test (7.B.1), Answers to Lesson 2.4: Test (7.B.2) and Worksheet 3: Teambuilding (7.C.1).

5. Classroom Preparation

1. Have the classroom flashcards prepared for Lesson 2 and have materials for the

students to make their own.

2. Have chalk and erasure board ready.


Braille Module 7-3

Curriculum Content

A. Learn the Hyphen (2 hours)

Objective BS7.1: Know the dot formation and understand the braille rules for the

hyphen.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with the LOC Manual: Lesson 2.4and with EBAE I.5. This section covers the hyphen, to include dividing words between lines, syllabication, long and short vowels, parts of speech, plurals, hyphenated compound words, dividing

between lines, capitalized, and disconnected compound words.

The worksheets needed for this section are: Lesson 2.4: Worksheet 1 (7.A.1), Answers to Lesson 2.4: Worksheet 1 (7.A.2), Lesson 2.4: Worksheet 2

(7.A.3), and Answers to Lesson 2.4: Worksheet 2 (7.A.4).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss LOC Manual: Lesson 2.4 about the hyphen. The instructor will tell the students:

“The hyphen is represented by dots 36. As in print, the principal uses of the hyphen are to divide words at the end of a line and to connect the components

of compound words or numbers. Note: Do not divide words between pages.

Syllabication will not continue after lesson 11.

Learn to put lots of mileage on your dictionary. You may think you know how to divide words, but you will probably be surprised. If you divide a word differently than the answer key, and you can prove that your division of the word is correct according to your dictionary, then you will not be marked wrong. You will, however, need to prove your stand. Always keep an up-to-date dictionary on hand. The English language is constantly changing, and new words are added regularly. Remember to use a good dictionary less than 10 years old. When you are released you will be able to go to an online service for a dictionary that is updated periodically.”

Next the students will braille Drill 7 on Page 2--6.Drill 7 is 9 complete sentences for the

students to transcribe on Perky Duck.

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.


Braille Module 7-4

The instructor will hand out Lesson 2.4 Worksheet 1 (7.A.1) to each student. This worksheet was created for the students to practice their knowledge of reading simulated braille words.

Each student will be paired up with another student to practice reading braille out loud. After the students have read the worksheet out loud to each other they are to go back and write the letters and punctuation in longhand over the braille. This activity also

helps the students to learn some valuable proofreading and teamwork skills.

The instructor will hand out the Lesson 2.4: Worksheet 2 (7.A.3). This worksheet was created as a help tool and has 8 complete sentences for the students to structure

and braille on Perky Duck. There is an answer key to the worksheet.

Some reminders to the students:

“Structure your lessons in detail prior to transcription. Be consistent. Remember

the better you structure the print copy the easier it will be to do the actual

transcription.”

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.

B. Review and Test (1 hour)

Objective BS7.2: Review and test on the hyphen.


The instructor will be familiar with section 2.4 of the LOC Manual and the test.

The worksheets needed for this section is: Lesson 2.4: Test (7.B.1) and one copy of Answers to Lesson 2.4: Test (7.B.2).


The review of the LOC Manual: Lesson 2.4is designed to prepare the students for the

following test.

The instructor is to go over each section with emphases on areas that will be on the

test. Allow the students to ask any questions pertaining to the context of section 2.4.

After reviewing the lesson the instructor will hand out a Lesson 2.4: Test (7.B.1) for

each student. Lesson 2.4: Test (7.B.1) consists of fill in the blank, true or false, using

a dictionary and circling the correct underlined word, and adding s or es to the words.

An Answer Key (7.B.2) is included for the instructor.


Braille Module 7-5

Remind the students to remain quiet after they are finished so the others can

concentrate.

ASSESSMENT

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

acquired over Lesson: 2.4 of the Instruction Manual for Braille Transcribing Fifth Edition,

2009.It is expected that the students will fully grasp the braille rules for the hyphen 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. Team Building Skills (2 hours)

Objective BS7.3: Demonstrate team building skills.


The instructor will have knowledge of and encourage team building in the students throughout this course. Teambuilding skills were inserted at this time in the modules due to the fact that the students will be working in teams the rest of their career. Therefore it is imperative that they learn to cooperate with others and learn to work well. There are several parts to this handout. The first part is the article titled Teamwork Works. This article explains the what, where, how, why, and when of teamwork. The Teamwork chart relates to business and is labeled on the outside to fit into the braille environment. An Organizational Infrastructure chart is an example of how a facility may choose to lay out the stages of the braille process. This infrastructure provides for many checks and balances to minimize errors.

The handout needed for this section is: Worksheet 3: Teamwork Works (7.C.1).


The instructor will pass out a handout to each student. The instructor will tell the students:

“Throughout your career you will be working with other transcribers. Therefore it is imperative that you learn to cooperate with others and learn to work well. Through this handout you will have a better view of what it will be like to be part of a braille team. You may have already have skills that you can bring into your braille career, but this handout will elaborate on teamwork fundamentals that will

help you.”


Braille Module 7-6

Best Practices

1. Learn to put lots of mileage on your dictionary. You may think you know how to divide words, but you will probably be surprised. If you divide a word differently than the answer key, and you can prove that your division of the word is correct according to your dictionary, then you will not be marked wrong. You will, however, need to prove your stand.

2. Always keep an up-to-date dictionary on hand. The English language is constantly changing, and new words are added regularly.

Frequently Asked Questions

1. When will I use the slate and stylus?

Answer: You will use the slate and stylus to label graphics and to make corrections,

usually on collage graphics. All other corrections will be done on the computer.


Braille Module 7-7

Braille Module 7

Basic Punctuation: The Hyphen

LOC Lesson 2.4 Handouts and Answer Sheets


Braille Module 7-8

Lesson 2.4: Worksheet 1 (7.A.1)

With another student read the following words and sentences. Then write

in longhand the letters and punctuation that apply.

1.01 °°ebb°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.02 °°dreary°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°blend°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.04 °°droned°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°conch°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.06 °°danced°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°dog-

1.08 house°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°grasshop-

1.10 per°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°dog-

1.12 eared°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°fog-

1.14 horn°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°ghost-

1.16 like°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.17 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°heroi-

1.18 cally°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.19 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°hand-to-

1.20 hand°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°hoity-

1.22 toity°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°first-be-

1.24 gotten°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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

7.A.1


Braille Module 7-9

2.01 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°grey-°

2.02 'ound°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.03 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°de-

2.04 ny°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.05 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°by-and-

2.06 by°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.07 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°arrow-

2.08 head°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.09 °°,the°,,commander-in-chief°went°to°the°

2.10 office4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.11 °°,the°tall1°handsome°,,commander-in-°°°

2.12 chief°went°to°the°office4°°°°°°°°°°°°°°°

2.13 °°,the°name°of°the°funny°book°is°,,hig-°

2.14 gledy-piggledy4°°°°°°°°°°°°°°°°°°°°°°°°°

2.15 °°,in°mid-,april°or°-,may°we°will°visit4

2.16 °°,we°decided°to°visit°in°mid-,april°or°

2.17 -,may4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.18 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.19 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

7.A.1


Braille Module 7-10

Answers to Lesson 2.4: Worksheet 1 (7.A.2)

With another student, read the following words and sentences. Then write

in longhand the letters and punctuation that apply.

ebb

dreary

blend

droned

conch

danced

dog-

house

grasshop-

per

dog-

eared

fog-

horn

ghost-

like

heroi-

cally

hand-to-

hand

hoity-

toity

first-be-

gotten

7.A.2


Braille Module 7-11

grey-

'ound

de-

ny

by-and-

by

arrow-

head

The COMMANDER-IN-CHIEF went to the office.

The tall, handsome COMMANDER-IN-

CHIEF went to the office.

The name of the funny book is HIGGLEDY-PIGGLEDY.

In mid-April or -May we will visit.

We decided to visit in mid-April or

-May.

7.A.2


Braille Module 7-12

Lesson 2.4 Worksheet 2 (7.A.3)

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. That lady is so very, very talkative.

2. Thomas is nice, but he is self-reliant.

3. The movie star had a large bodyguard.

4. She was very embarrassed and degraded.

5. Helen received lots of nice presents.

6. Robert Stack had a lot of ambition.

7. Shawna knew she was lost somewhere.

8. Next to the park is a two- or three-lane freeway.

9. The ST. ETIENNE-LYONS passenger railway opened July 9, 1835.

10. Franky liked to play with matches and started the fire.

7.A.3


Braille Module 7-13

1.01 °°#A4°,THAT°LADY°IS°SO°VERY1°VERY°TALK-°

1.02 ATIVE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,THOMAS°IS°NICE1°BUT°HE°IS°°°°°°°°

1.04 SELF-RELIANT4°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,THE°MOVIE°STAR°HAD°A°LARGE°BOD-°°

1.06 YGUARD4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#D4°,SHE°WAS°VERY°EMBARRASSED°AND°°°°°

1.08 DEGRADED4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#E4°,HELEN°RECEIVED°LOTS°OF°NICE°PRE-°

1.10 SENTS4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#F4°,ROBERT°,STACK°HAD°A°LOT°OF°AMBIT-

1.12 ION4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#G4°,SHAWNA°KNEW°SHE°WAS°LOST°SOME°°°°

1.14 WHERE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#H4°,NEXT°TO°THE°PARK°IS°A°TWO-°OR°°°°

1.16 THREE-°LANE°FREEWAY4°°°°°°°°°°°°°°°°°°°°

1.17 °°#I4°,THE°,,ST4°,,ETIENNE-,,LYONS°PASS-

1.18 ENGER°RAILWAY°OPENed°,JULY°#I1°#AHCE4°°°

1.19 °°#AJ4°,FRANKy°LIKED°TO°PLAY°WITH°°°°°°°

1.20 MATCHES°AND°STARTED°THE°FIRE4°°°°°°°°°°°

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

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

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

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

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

7.A.3


Braille Module 7-14

Answers to Lesson 2.4 Worksheet 2 (7.A.4)

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. That lady is so very, very talkative.

2. Thomas is nice, but he is self-reliant.

3. The movie star had a large bodyguard.

4. She was very embarrassed and degraded.

5. Helen received lots of nice presents.

6. Robert Stack had a lot of ambition.

7. Shawna knew she was lost somewhere.

8. Next to the park is a two- or three-lane freeway.

9. The ST. ETIENNE-LYONS passenger railway opened July 9, 1835.

10. Franky liked to play with matches and started the fire.

1. The letter “a” will fit on first line.

2. Split line 1.03 after “self-.“

3. Split body-guard after the “y”.

4. Split “de-graded”.

5. Split pres-ents.

6. Split ambi-tion after the “i”.

7. Place hyphen after some.

8. No space after three-.

9. Do not repeat double capitals after the hyphen.

10. Split match-es.

7.A.4


Braille Module 7-15

1.01 °°#A4°,THAT°LADY°IS°SO°VERY1°VERY°TALK-°

1.02 ATIVE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,THOMAS°IS°NICE1°BUT°HE°IS°°°°°°°°

1.04 SELF-RELIANT4°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,THE°MOVIE°STAR°HAD°A°LARGE°BOD-°°

1.06 YGUARD4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#D4°,SHE°WAS°VERY°EMBARRASSED°AND°°°°°

1.08 DEGRADED4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#E4°,HELEN°RECEIVED°LOTS°OF°NICE°PRE-°

1.10 SENTS4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#F4°,ROBERT°,STACK°HAD°A°LOT°OF°AMBIT-

1.12 ION4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#G4°,SHAWNA°KNEW°SHE°WAS°LOST°SOME°°°°

1.14 WHERE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#H4°,NEXT°TO°THE°PARK°IS°A°TWO-°OR°°°°

1.16 THREE-°LANE°FREEWAY4°°°°°°°°°°°°°°°°°°°°

1.17 °°#I4°,THE°,,ST4°,,ETIENNE-,,LYONS°PASS-

1.18 ENGER°RAILWAY°OPENed°,JULY°#I1°#AHCE4°°°

1.19 °°#AJ4°,FRANKy°LIKED°TO°PLAY°WITH°°°°°°°

1.20 MATCHES°AND°STARTED°THE°FIRE4°°°°°°°°°°°

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

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

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

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

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

7.A.4


Braille Module 7-16

Lesson 2.4: Test (7.B.1) Fill in the blank. 1. A hyphen is represented by the dots ______. 2. The principal uses of the hyphen are to _______________ words at the end of a

line and to ______________ the components of compound words or numbers. 3. Never divide ________-__________ words. 4. A plural word is formed by adding ____ or ____ to the end of a word. Circle True or False. 5. You are not expected to divide words between lines whether working on a

Braillewriter, computer, or slate and stylus. True False 6. A collegiate edition of any reputable dictionary less than fifteen years old can be used

to divide words. True False 7. When an apostrophe takes the place of a letter in a word the word divides in the

same way that it would if all the letters were present. True False 8. It is recommended from most publishers and dictionaries that a single-letter syllable

not be separated from the rest of the word. In braille you should follow this example. True False

9. How we divide words depends on whether the vowels are long or short. True False 10. Whenever a hyphen appears at the end of a print line it becomes necessary for the

transcriber to determine: (1) Whether it has been used to divide a word between syllables, in which case

the hyphen is omitted in Braille- True False or (2) Whether it separates the components of a hyphenated compound word, in

which case the hyphen is retained in braille. True False 11. A plural word is formed by adding s or es to the end of a word. True False 12. When the ending of a plural word sounds like ch, sh, j, s, x, or z, the es becomes a

separate syllable. True False 13. Always leave a space before or after a hyphen in a compound word, regardless of

print spacing. True False 14. Some dictionaries show only one entry for words and bury the alternatives within

the definition. You need to search the definition to decide which pronunciation you need to use. True False

15. You will find many hyphenated words that are not found in the dictionary. True False

16. In a disconnected compound word a hyphen can start a new braille line as long as a space came before it in print. True False

17. The double capital indicator should be repeated when a portion of any fully capitalized word is carried over to a new line. True False

18. The double capital indicator is repeated after the hyphen. True False

7.B.1


Braille Module 7-17

Use a dictionary and circle the correct underlined word. 19. Is this a long vowel or short vowel: famous 20. Is this a long vowel or short vowel: definite 21. Is this a long vowel or short vowel: profit 22. Is this a long vowel or short vowel: profess

Use a dictionary and circle the correct underlined answer. Circle if the word is a noun or verb. 23. Is this a long sound or a short sound: pres-ent noun or verb 24. Is this a long sound or a short sound: pre-sent noun or verb 25. Is this a long sound or a short sound: prog-ress noun or verb 26. Is this a long sound or a short sound: pro-gress noun or verb

Add s or es to the following words. 27. match 28. make 29. detach 30. turn 31. class 32. customer

7.B.1


Braille Module 7-18

Answers to Lesson 2.4: Test (7.B.2)

Fill in the blank. 1. A hyphen is represented by the dots 36 2. The principal uses of the hyphen are to divide words at the end of a line and to

connect the components of compound words or numbers. 3. Never divide single-syllable words. 4. A plural word is formed by adding s or es to the end of a word. Circle True or False. 5. You are not expected to divide words between lines whether working on a

Braillewriter, computer, or slate and stylus. True False Rule 2.4a 6. A collegiate edition of any reputable dictionary less than fifteen years old can be used

to divide words. True False Rule 2.4a(1) 7. When an apostrophe takes the place of a letter in a word the word divides in the

same way that it would if all the letters were present. True False Rule 2.4a 8. It is recommended from most publishers and dictionaries that a single-letter syllable

not be separated from the rest of the word. In braille you should follow this example. True False Rule 2.4a

9. How we divide words depends on whether the vowels are long or short. True False Rule2.4a (2)

10. Whenever a hyphen appears at the end of a print line it becomes necessary for the transcriber to determine: (1) Whether it has been used to divide a word between syllables, in which case the

hyphen is omitted in braille True False Rule 2.4b Or

(2) Whether it separates the components of a hyphenated compound word, in which case the hyphen is retained in braille. True False Rule 2.4b

11. A plural word is formed by adding s or es to the end of a word. True False Rule 2.4a (4)

12. When the ending of a plural word sounds like ch, sh, j, s, x, or z, the es becomes a separate syllable. True False Rule 2.4a(4)

13. Always leave a space before or after a hyphen in a compound word, regardless of print spacing. True False Rule 2.4b

14. Some dictionaries show only one entry for words and bury the alternatives within the definition. You need to search the definition to decide which pronunciation you need to use. True False Rule 2.4a(3)

15.You will find many hyphenated words that are not found in the dictionary. True False Rule 2.4b(1)

16. In a disconnected compound word a hyphen can start a new braille line as long as a space came before it in print. True False Rule 2.4c

7.B.2


Braille Module 7-19

17. The double capital indicator should (not) be repeated when a portion of any fully capitalized word is carried over to a new line. True False Rule 2.4b(2)

18. The double capital indicator is repeated after the hyphen. True False Rule 2.4b (2)

Use a dictionary and circle the correct underlined word. 19. Is this a long vowel or short vowel: famous 20. Is this a long vowel or short vowel: definite 21. Is this a long vowel or short vowel: profit 22. Is this a long vowel or short vowel: profess

Use a dictionary and circle the correct underlined answer. Circle if the word is a noun or verb. 23. Is this a long sound or a short sound: pres-ent noun or verb 24. Is this a long sound or a short sound: pre-sent noun or verb 25. Is this a long sound or a short sound: prog-ress noun or verb 26. Is this a long sound or a short sound: pro-gress noun or verb

Add s or es to the following words. 27. matches 28. makes 29. detaches 30. turns 31. classes 32. customers

7.B.2


Braille Module 7-20

Worksheet 3:

Teamwork Works (7.C.1)

What Is Teamwork?

Team·work (têm¹wûrk´) noun - Cooperative effort by the members of a group or

team to achieve a common goal.

Being in the PROFITT Program brings many opportunities for you. One of the greatest advantages is to work with others. Teamwork allows you to stay connected to other people. When you apply yourself teamwork can be a tremendous benefit to your life.

We gain knowledge from others and they gather experience from us.

There have been some people who have teamed together to do great things. Fred

Astaire and Ginger Rodgers partnered together to make up a beautiful dance team

appearing in several musicals together. Bill Gates and Paul Allen teamed up to develop

BASIC and would we be studying braille as we do today if this team hadn’t come

together? Dickinson Richards teamed with André Cournand to investigate the

interrelated functions of the heart, lungs, and circulatory system. This study led to

improvements to the procedure of cardiac catheterization (insertion of a long, thin tube

directly into the heart by way of a vein in the arm or leg) greatly advanced the

knowledge of how the heart and lungs function. Closer to home Tamara Rorie teamed

up with AMAC to develop the braille division at the University of Georgia. You see

teamwork can bring about good things.

The PROFITT program was created with a grant by the Second Chance Act from the

U.S. Department of Justice/Bureau of Justice Assistance (BJA). A team that consisted

of the Alternative Media Access Center, Texas Department of Criminal Justice, and the

National Braille Press has brought forth this program for your benefit to help yourself

and others. This team has worked tirelessly to bring a setting that will allow you to

glean imperative information to get your career off the ground and flying.

Fred Astaire and Ginger Rodgers were just two people, but in other teams many people

were involved. The PROFITT program has had various people from many walks of life

come together. It isn’t the size of the team that matters. It is having the heart to learn

to cooperate, listen, and to look at producing the best product imaginable.

So, as you can see, there are a wide variety of teams and only time will tell what kind

of future teams you will be involved in. We will focus on smaller teams of braille

transcribers that come together for formatting and proofreading. This type of

teamwork will help you to learn and grow in your braille career. 7.C.1


Braille Module 7-21

Take some time out now and discuss the teams you have been involved with in the

past. Were you ever on cheerleading team? Possibly you have been on a softball

team. What types of encouragement did you gain from the other players? Maybe you

were on a speech team and had to talk in front of others. Was this a little scary at

first? If so, can you share with the class how you overcame your fears?

Where Will Teamwork Start?

From the moment you start the PROFITT program you will be working as a team. You can consider the classroom setting as a “team.” In this class, chances are you will make relationships that will carry over into your career beyond the prison environment. Therefore, the relationships you build today will be there for you upon your release. This is a hopeful thought and should help you to know you are not alone.

With some of your classmates you will learn to work together and encourage each other when you feel overwhelmed and ready to give up. Your teammates will

empathize with you because they are likely to have had hard days too.

Once you begin working in teams you will have a better understanding of the possibilities teamwork can bring to your braille world. Cooperating will allow you to

build communication skills and produce quality braille.

How Does Teamwork Relate to Braille?

Teamwork is very important to the braille world. As a certified braillist you will be

working with other transcribers in areas such as structuring, proofreading, tactiling,

transcribing, mentoring, teaching, and promoting your business. Teamwork allows

consistency in each transcription for the braille reader.

When formatting a book teamwork is essential. Teamwork allows you to discuss the different items in a book. Things are more complicated in formatting a book because of the many visual aids that are available to the sighted person. Listening to the others opinions is important to try to figure out the best possible way to solve the issues at hand. Knowing the LOC Manual rules will help you to communicate why you feel a certain way about how a section should be formatted. Another transcriber may have a difference of opinion. Together you will be able to look up rules and examples and to

discuss the situation to find the best possible solution.

Being in one accord while structuring a book together will make the whole transcription

consistent to the end. Discussing the format and rules that apply to that particular

book will have an effect that will make reading the braille copy smooth. The braille

reader is depending on your skills to figure out where each section is in the book and to

be able to follow the teacher with ease, if in a classroom setting. We always want to be

7.C.1


Braille Module 7-22

reminded of who we are brailling for and strive to give the braille reader excellent,

easy-to-read braille.

Proofreading is another area where teamwork is mandatory. Proofreading is comparing the print copy to the braille copy in order to find errors and mark corrections in the transcription. You may feel that your work is good and doesn’t need to be proofread. However, we have found out that every mistake found makes for a more complete, concise read for the braille reader. Trading proofreading is mandatory for every transcription. Proofreading is usually done volume for volume. In fact, a braille transcription is usually proofread more than once. That is how important

proofreading is.

Proofreading the tactile is also very important. We cannot skip proofreading the items on a tactile graphic. A good way to proofread the tactile graphics is to close your eyes and feel just as the braille reader does.

Take some time out now and discuss the two ways teamwork will be used in braille: formatting and proofreading. What new things have you learned in this section? How

can you use skills you have already learned to bring to a braille team?

Why Do We Need Teamwork?

We need to work together to create the best product we can. Braille can get complicated as the print copy of reading material evolves. Things used to be simple. In the past a print copy contained just a few headings and all the paragraphs were in the same format. Things have changed drastically. Now print uses visual appeal in almost every publication. Since these visual appeal details cannot be reproduced the same in braille you will have to use formatting to set them off.

Since braille rules sometimes contradict each other you will have to discuss these issues with others to determine which way would make reading the literature easy. Therefore a decision will need to be made as to which rule a team will follow and then implement this throughout transcription of the whole book.

In braille you will have to explain certain situations to the braille reader through Transcriber’s Notes and on the special symbols page. This is another area that consistency is needed. Setting up guidelines in the beginning according to the LOC Manual rules will make the job of transcription easier for the team. Consistency makes readability coherent throughout each volume of a book. Achieving the goal of cooperating together as a team will help you to bring the best product for the braille

reader.

7.C.1


Braille Module 7-23

Some of the different types of visual appeal and circumstances you will come across

while transcribing include:

Fonts

Notes

Colors

Pictures

Captions

Typefaces

Illustrations

Boxed material

Marginal material

Different paragraphing such as indented and blocked form

Discuss the different types of visual appeal you have seen in various books and reading material. How do you think you will be able to show the braille reader the different items? Do you think everything in print will be able to be reproduced in braille?

When Will Teamwork Play the Biggest Part?

Teamwork will play the biggest part in helping one another to become a transcriber that any agency will want to hire. Since each agency has their own specifications they want applied to their work a team will be able to keep up with any changes that might come about.

Usually each team member brings their strengths and weaknesses to the group. A beautiful display of grace is a team that realizes that everyone has strengths and weaknesses. The team will be able to come together to assist each other in any way

possible with little conflict.

Being there for one another will encourage you mentally, emotionally, materially, and financially. We can learn to cheer each other on when the going gets tough.

7.C.1


Braille Module 7-24

Team Building and Teamwork (7.C.1 continued)


Braille Module 7-25

Cross-Functional Teams: Cross-functional teams are often a key to successful braille

transcription. You can think of it as a group of people with differing functional expertise

who work together to meet a common goal. Hence, one person may excel at

transcription, while another specializes in creating graphics.

Process Improvement: Utilizing people/team based management systems.

Systems, standards, and technology cannot in and of themselves guarantee quality.

The key is to provide employees with knowledge of what to do and how to do it.

Providing feedback on performance will help you to maintain quality braille. Feedback

is a key for every transcription. You will be using the PROOFREADER ERROR sheets in

order to gain feedback from your fellow students. As you continue to study you will

learn the process of transcribing braille following the LOC Manual rules, working in

teams, and successfully applying the knowledge you have acquired.

Process Management: Manager and employees must possess factual knowledge

about process details in order to manage them properly.

Production Process: Below is an example of an8 stage process that ensures product

liability by using cross functional teams that verify the product will meet all LOC, BANA,

NBA, and agency standards.

7.C.1


Braille Module 7-26

Stage 3

Stage 4

Stage 6

Sta

ge 5

Sta

ge 1

Stage7

Organizational Infrastructure (7.C.1 cont.)

7.C.1

Sta

ge 2

First Proofs

&Probationarie

Final Proofs &

NBA Certified

Tactile

Department

Transcribers

Shipping&

Receiving Stage

Stage 8

Supervisor


Braille Module 7-27

The production stage processes is defined as follows:

1st Stage TS : The Transcriber starts the volume.

2nd

Stage

1P : The Transcriber gives volume to the First Proofreader. The

proofread volume is then sent back to Transcriber for corrections.

3rd Stage FP : The Transcriber then gives volume to Final Proofreader.

Proofread volume is then returned to Transcriber for corrections.

4th Stage NBA

:

The Transcriber gives the volume to an NBA Textbook Certified

Proofreader, which is the final proofreading stage on the volume.

Proofread volume is then returned to Transcriber for corrections.

5th Stage 1T : After ALL proofreadings and corrections, the volume goes to the 1st

Tactile Stage.

6th Stage FT: The volume goes to the Final Tactile Stage where an experienced

Tactile Graphic Designer now checks it’s for completion.

7th Stage FS: An experienced Supervisor now checks the volumes tactiles, also

goes back to 1sttactilists or Transcriber for corrections.

8th Stage MO : The volume is in the process of, or has been mailed out.

7.C.1


Braille Module 7-28

Logistics: management of physical flaw of products from one point of origin as

raw materials to end users as finished products.

Quality: improvement teams. self-managed teams.

Cross Functional Teams: that is composed of employees who work at similar levels in different functional departments.

Participative Management and Accountability: using the people based management skills in order to become accountable for the products.

Facility Layout Planning: deciding the spatial arrangement of production

process within production facilities.

Chains of Command: lines of authority that run from top management to

individual employees and specify internal reporting relationships.

HRM: process of staffing a company and ensuring that employees are productive as possible.

7.C.1

Documents

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