Braille Module 9 LOC Lesson 2, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum/Literary... · PROFITT Curriculum Module # 9 – LOC Lesson 2, Assessment Braille

PROFITT Curriculum Module # 9 – LOC Lesson 2, Assessment

Braille Module 9 LOC Lesson 2, Assessment


Braille Module 9-1

Braille Module 9 LOC Lesson 2, Assessment

Summary

Goal: The goal is to read and write in

longhand the Reading Practice and to

compare it to the simulated braille. The

students will also prepare the exercise to

complete this lesson. Each student will be

evaluated by the instructor.

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

By the end of this module, students should

be able to:

BS9.1: Demonstrate proofreading skills

through the Reading Practice in simulated

braille.

BS9.2: Demonstrate usage of computer

skills working with Perky Duck for exercise

transcription.

BS9.3: Submission of LOC Lesson 2

Exercise with 90% accuracy.

BS9.4: Assess progress through instructor

evaluation.

BS9.5: Increase speed of braille symbol

recognition.

Instructor:

Braille instructor

Delivery Method(s):

Lecture Classroom reading

Discussion One-on-one reading Hands on Evaluation Game

Length: 5hours Four topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 2

Reading Practice (page 2-11) and Exercise (page 2-12)

Take Away Message(s): You have completed the second lesson of the Instruction Manual for Braille Transcribing, Fifth Edition, 2009. You will continue to build on the foundation for your braille future in the following lessons. Take with you the wisdom of knowing all of these rules to be the best braillist you can be and keep building. There are 17 more lessons in the LOC Manual and your manuscript to look forward to. Keep your focus and you will succeed. Remember: you too can be a success story!


Braille Module 9-2

Instructor Preparation

Title of Module: Lesson 2 Assessment

The purpose of this module is for the students to complete the transcription exercise at

the end of LOC lesson 2 to assess proficiency with capitalization and paragraphing. They

will know the literary code rules pertaining to the punctuation marks for the period,

question mark, exclamation point, comma, semicolon, colon, hyphen, and dash. They will

also know the rules concerning using numbers with punctuation. This module will provide

time for the Reading Practice, the Exercise, and a game of braille BINGO.

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

Topic: Lesson 2 Time Allotted: 5 hours

A. LOC Lesson 2 Reading Practice

(1 hour)

B. LOC Lesson 2 Exercise

(2 hours)

C. Evaluation by the Instructor

(1 hour)

D. Braille Bingo

(1 hour)

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

1. Computer with Perky Duck

2. LOC Manual (and photocopies of Exercise 2)

3. LOC Drill Book

4. EBAE

5. Contractions Chart

6. Pencil

7. Flashcards

8. Index cards

9. Handouts and Answer Sheets: Lesson 2: Word Puzzle 1(9.C.1), Answers to Lesson 2:

Word Puzzle (9.C.2), Lesson 2: Worksheet (9.C.3), one copy of BINGO Questions

(9.D.1), one copy of Braille Bingo Ribbons (9.D.2), one copy of the Bingo numbers on

card stock paper, and several copies of Bingo cards


Braille Module 9-3

Classroom Preparation – steps to follow when setting up the learning environment

1. The room should be arranged to allow comfortable interaction between students, and

the instructor during small and large group activities.

2. The classroom should be set up for friendly interaction and peer support.

3. Tables should have enough space for the instructor and each student to use the LOC Manual and handouts. Have a computer available for students.

4. Have a list of students paired together for proofreading exercise.

5. Prepare the classroom with the chalk and erasure boards to explain the different uses of the dash and numbers with punctuation.


Braille Module 9-4

Curriculum Content

A. LOC Lesson 2 Reading Practice (1 hour)

Objective BS9.1: Demonstrate proofreading skills through a reading practice in simulated

braille.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with Lesson 2 which introduced capitalization, paragraphing,

punctuation, and numbers with punctuation.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will have the students open their LOC Manual to page 2-11 for the Reading

Practice. This Reading Practice will help the students to read simulated braille. Remind

the students that good proofreading skills are imperative to produce clear, concise braille

for the reader.

The instructor will say to the students:

“Take your time. Remember the rules that you have learned and review when

necessary. Watch for areas where you make mistakes. Always take a break when

needed. Do not strain your eyes. Do not proofread immediately after brailling. Give

yourself a break. It is sometimes helpful to print out what you are reading in

braille.”

As a class the students will practice reading braille out loud by taking turns reading each

sentence. This practice helps the students to realize the importance of sight to speech aids

which are very significant in the braille learning process. After each one has read through

the practice they are to write out the sentences in longhand.

This activity also helps the students to build good visual skills of the dot formations,

proofreading skills, and teamwork. When they have completed they are expected to

compare their longhand with the answers found in Appendix A at the back of the LOC

Manual.

ASSESSMENT

The goal of the activity is to build good visual skills of the dot formations, proofreading

skills, and teamwork. The instructor will be able to assess the students work through

listening to the students read and evaluating their papers.


Braille Module 9-5

B. LOC Lesson 2 Exercise and Perky Duck/Computer Proficiency (2 hours)

Objective BS9.2: Demonstrate usage of computer skills working with Perky Duck for

exercise transcription.

Objective BS9.3: Submission of LOC Lesson 2 Exercise with 90% accuracy.


The instructor will be familiar with the Lesson 2 Exercise on page 2-11.The LOC

Manual: Lesson 2 Exercise is a hands-on test of the students’ knowledge. LOC Manual:

Lesson 2 Exercise includes capitalization, paragraphing, punctuation, and numbers with

punctuation and covers the areas studied in this lesson.

The instructor will remind the students to turn the lesson in on a disk, thumbdrive, or in a

network folder. They will also turn in a hard copy of the lesson.

You will need copies of: Exercise 2 (photocopies).


The instructor will pass out the photo copies and read the instructions to the class. Allow

time to answer any questions. Instruct the students to take their time formatting the

photocopy prior to transcription.

The instructor will explain that the Exercise is a list of 21 complete sentences for the

students to braille on Perky Duck.

The directions are printed before the Exercise. Emphasize to Refer to the General Course

Instructions, page xiv, for help in centering the running header. Reiterate that there are

40 cells and 25 lines to a braille page. The students are to start on line 1 and braille the

running head. The sentences start on line 3 with runovers in cell 1. Remember the

paragraphing rules!

This Exercise is the final to Lesson 2 and needs a passing grade before the next lesson is

to be graded. A passing grade is90% is required. Relay to students what sentences have

error(s). Students are expected to find and fix them, and then resubmit them for review.

If they need help finding them, they can ask, but the responsibility to ask/fix is with them.

Remind the students of the importance of proofreading their own work prior to handing it

to someone else for proofing. We have often heard students to say “I know when I am

making a mistake as I am brailling, and therefore I do not have to proofread.” This is not


Braille Module 9-6

necessarily true. Usually by lesson 3 or 4, this becomes clear to them that they must

proofread.

ASSESSMENT

The expected outcome of the LOC Manual: Lesson 2 Exercise is for students to pass and

continue on to Lesson 3.

The instructor will assess each student by the passing grade. The students are required

to pass this exercise with 90% accuracy.

C. Evaluation by the Instructor (1 hour)

Objective BS9.4: Assess progress through instructor evaluation.


The evaluation by the instructor is important for the students to realize their strengths and

weaknesses. The instructor will be familiar with the Lesson 2: Puzzle (9.C.1) and the

Lesson 2: Worksheet (9.C.3).

You will need copies of: Lesson 2: Word Puzzle (9.C.1), Answers to Lesson 2: Word

Puzzle (9.C.2), and Lesson 2: Worksheet (9.C.3).


The instructor will pass out a Lesson 2: Word Puzzle (9.C.1) and a Lesson 2:

Worksheet (9.C.3) to each student. The students can work on these as the instructor

takes one student at a time to evaluate their progress.

The Lesson 2: Word Puzzle (9.C.1) is a two page seek-and-find puzzle. An answer key

is included.

The Lesson 2: Worksheet (9.C.3) was created for the students to practice structuring

and brailling. The instructor should read the instructions to the class as follows:

“Structure and braille this page on the braille writer. Be sure to leave one cell between words. Check each word to be certain that you have written it correctly so that you may develop the ability to read what you have brailled. Words start in cell one. Sentences are brailled in cell 3, with runovers in cell 1. PROOFREAD!

PROOFREAD! PROOFREAD!

Refer to General Course Instructions, page xiv, for help in centering. On the same

line place the page number (without a period) at the extreme right-hand margin—

do not include the word “page.” A blank line should follow the heading on the first


Braille Module 9-7

page only. Words should be divided at the end of a line using proper syllable

division.”

When the class settles down with the handouts the instructor will take each student aside

to talk about their work, behavior, and review any significant information.

ASSESSMENT

The outcome is for the students to observe their areas of weaknesses and strengths in

structuring, brailling and proofreading.

The evaluation allows the instructor the opportunity to assess the areas the students may

have to review in the following weeks for clarification so the students will be able to better

refine their braille skills.

D. Braille Bingo (1 hour)

Objective BS9.5: Increase speed of braille symbol recognition.


The instructor will be familiar with Lessons 1-2 of the LOC Manual and the instructions for

the BINGO game.

You will need a copy of the BINGO Questions (9.D.1) and a copy of the Braille Bingo

Ribbons (9.D.2) for the winners of the game.

You will also need to print out several copies of the BINGO Cards and one copy of the

BINGO Numbers on card stock paper (Bingo.xls). This will allow for reuse later in the

modules. Each student can use 2 or 3 boards, as the instructor sees appropriate.


The Braille Bingo game allows the students to review and practice the braille symbols. The

BINGO game is designed as review for the students. This module covers Lessons 1and 2.

This review allows the instructor insight to see if the students have a working knowledge

of the rules.

Instructions: Allow for the students to review Lessons 1 and 2 prior to playing the

game. Each person should not have more than 2 cards.

The BINGO questions are for Lessons 1 and 2. The instructor will ask the students a

question. The students will raise their hand to answer the question. If the question is

answered correctly the instructor will draw a number and call it out. The students may


Braille Module 9-8

place their markers on the appropriate space. However, if the question is not correctly

answered then no number is called out.

Whoever fills one line horizontally, vertically, or diagonally and yells “BINGO” first will

check their card with the BINGO numbers to see if they have won.

In the rap up, the instructor will encourage study for retention.


Braille Module 9-9

Braille Module 9 LOC Lesson 2, Assessment Handouts and Answer Sheets


Braille Module 9-10

Lesson 2: Word Puzzle (9.C.1)

Find the words in the following puzzle.

Semicolon composition sign blank line reading practice noun capitalization verb compound dash paragraphing colon punctuation comma period plurals

question mark spacing exclamation point vowels block form divide visual appeal numbers disconnected inclusive syllabication hyphenated parts of speech connecting

9.C.1


Braille Module 9-11

Lesson 2: Word Puzzle (9.C.1 cont.)

dovesdlspacingytojesusbececitcarpgnidaer bithealycompositionsignvetahemverymuchvd lwvecsnlalllisrebmuntotniopnoitamalcxege ottihholivegardenfromrectoidathklhhugbkt cfisdhaappymayblanklinenoitautcnupblinkc kissmecbcspacingiopoconnabamerrycedefghe flikeppizzawievisulcnicammlasemicrcofgdn oprounocundsconnectingamybieetstyicoffen recghedaseeblichlotmoonmizzahinolocommio myoursttrurlumycaquestionmarkcatedogsanc vowalsliketogotoeadslovcretayuoiprronous myhslewoveadispinparagraphinggnievsulcni noannonnounhymymsrebmuncheonbtuslarulped commaronoudnuopmochpahyphenenhdetanehpyh vivisualappealappcealbackhhceepsfostrapp

9.C.1


Braille Module 9-12

Answers to Lesson 2: Word Puzzle (9.C.2)

dovesdlspacingytojesusbececitcarpgnidaer bithealycompositionsignvetahemverymuchvd lwvecsnlalllisrebmuntotniopnoitamalcxege ottihholivegardenfromrectoidathklhhugbkt cfisdhaappymayblanklinenoitautcnupblinkc kissmecbcspacingiopoconnabamerrycedefghe flikeppizzawievisulcnicammlasemicrcofgdn oprounocundsconnectingamybieetstyicoffen recghedaseeblichlotmoonmizzahinolocommio myoursttrurlumycaquestionmarkcatedogsanc vowalsliketogotoeadslovcretayuoiprronous myhslewoveadispinparagraphinggnievsulcni noannonnounhymymsrebmuncheonbtuslarulped commaronoudnuopmochpahyphenenhdetanehpyh vivisualappealappcealbackhhceepsfostrapp

9.C.2


Braille Module 9-13

Lesson 2: Worksheet (9.C.3)

Structure and transcribe this page on the braille writer. Leave one cell between words. Proofread your work prior to handing it to someone else to proofread. By doing this you will develop the ability to read what you have transcribed. As you transcribe and proofread you will be able to see areas of strengths and weaknesses.

abrupt bronze cajole direct spot extort flaunt gravel hymnal tray impute abjure nickel lovely purl malice nobody orphan placid soon quorum rector sizzle tyrant cell untrue volume wisdom vortex wild

159, 165, 172, 389, 10987, 75428

Transcribe the following sentences. Remember to treat each sentence as a paragraph starting in cell 3 with runovers in cell 1.

1. Please hand me the following tools: 6 nails, 3 bolts, and a saw.

2. Here are the answers to the questions: 1. the barn is overflowing; 2. the cat is on the

fence; 3. the dog is brown.

9.C.3

fragile corrupt subject adamant suppose janitor squalor despair cynical package imitate furnace jaundice absolute important squeeze democracy platitude ignorant republic hexagonal zigzag irrigate zircon quadrant colloquial respirator mortify qualify elephant trapeze extra yeoman mantle crafty annual


Braille Module 9-14

Answers to Lesson 2: Worksheet (9.C.4)

1.01 ABRUPT°BRONZE°CAJOLE°DIRECT°SPOT°°°°°°°°

1.02 EXTORT°FLAUNT°GRAVEL°HYMNAL°TRAY°°°°°°°°

1.03 IMPUTE°ABJURE°NICKEL°LOVELY°PURL°°°°°°°°

1.04 MALICE°NOBODY°ORPHAN°PLACID°SOON°°°°°°°°

1.05 QUORUM°RECTOR°SIZZLE°TYRANT°CELL°°°°°°°°

1.06 UNTRUE°VOLUME°WISDOM°VORTEX°WILD°°°°°°°°

1.07 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 FRAGILE°CORRUPT°SUBJECT°ADAMANT°°°°°°°°°

1.09 SUPPOSE°JANITOR°SQUALOR°DESPAIR°°°°°°°°°

1.10 CYNICAL°PACKAGE°IMITATE°FURNACE°°°°°°°°°

1.11 JAUNDICE°ABSOLUTE°IMPORTANT°SQUEEZE°°°°°

1.12 DEMOCRACY°PLATITUDE°IGNORANT°REPUBLIC°°°

1.13 HEXAGONAL°ZIGZAG°IRRIGATE°ZIRCON°°°°°°°°

1.14 QUADRANT°COLLOQUIAL°RESPIRATOR°MORTIFY°°

1.15 QUALIFY°ELEPHANT°TRAPEZE°EXTRA°°°°°°°°°°

1.16 YEOMAN°MANTLE°CRAFTY°ANNUAL°°°°°°°°°°°°°

1.17 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.18 #AEI1°#AFE1°#AGB1°#CHI1°#AJIHG1°#GEDBH°°

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

1.20 °°#A4°,PLEASE°HAND°ME°THE°FOLLOWING°°°°°

1.21 TOOLS3°#F°NAILS1°#C°BOLTS1°AND°A°SAW4°°°

1.22 °°#B4°,HERE°ARE°THE°ANSWERS°TO°THE°°°°°°

1.23 QUESTIONS3°#A4°THE°BARN°IS°OVERFLOWING2°

1.24 #B4°THE°CAT°IS°ON°THE°FENCE2°#C4°THE°DOG

1.25 IS°BROWN4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

9.C.4


Braille Module 9-15

BINGO (9.D.1) Questions: Lesson 1

1. The system of braille, is a system of touch ____ and ____.

Answer: Reading and writing

2. The size of the braille cell is such that only ____ lines of ____ cells each will fit on one

page.

Answer: 25, 40

3. Upper dots consist of dots ____ and ____.

Answer: Dots 1 and 4

4. Grade 1 transcriptions are spelled out ____-____-____.

Answer: letter-for-letter

5. The English language contains ____ contractions.

Answer: 189

6. Grade ____ braille uses contractions.

Answer: 2

7. Braille ____ substitutes shorter sequences for full spelling of commonly occurring letter

groups.

Answer: contractions

8. The ____ distinct characters are never enough to cover all possible print signs, so for some purposes, it is necessary to use multi-character-sequences.

Answer: 64

15. Approximately ____ characters will fit on a standard, smaller typed page.

Answer: 3500

16. Braille uses characters formed by combinations of embossed ____ dots that are

arranged within the braille cell in ___ vertical columns of three dots each.

Answer: Six, two


Braille Module 9-16

17. For convenience, the ____ of the braille cell are referred to by number and correspond

to the keys on a braillewriter.

Answer: Dots

18. There are three methods of braille transcription—____, ____ using a special braille

program, and ____ ____ ____.

Answer: Braillewriter, computer slate and stylus

19. The ____ and the ____ work in much the same way in that they use six keys

corresponding to the braille cell as shown above.

Answer: Braillewriter and the computer

20. When a braille slate is used, the embossing appears on the ____of the paper.

Answer: underside

21. When a braille slate is used, the writing is done from ____to ____.

Answer: Right to left

22. Computer programs that translate print into braille should only be used by persons thoroughly trained in ____ and ____ braille.

Answer: Reading and writing

23. The first ten letters of the alphabet are formed by using the upper and middle dots of

the cell, and they are the ____ of the braille system.

Answer: foundation

24. The second ten letters of the alphabet are formed by adding dot ____ to each of the

first ____.

Answer: 3, 10

25. The letters u, v, x, y, and z are formed by adding dots ____ and ____ to the first ____

letters.

Answer: 3, 6, five

9.D.1


Braille Module 9-17

26. Thus, u is formed by adding dots ____ and ____ to ____.

Answer: 3, 6, a

27. The letter w, dots 2456, does not fit into this pattern because Louis Braille devised the

braille system in France in the mid-19th century, and the ____ ___ did not then

contain the letter w.

Answer: French alphabet

28. There are no special braille symbols for ____ numbers.

Answer: cardinal

29. The numbers 1 through 0 are expressed by the letters a through j preceded by the

number indicator, dots ____.

Answer: 3456

30. The number indicator is known as a ____ ____.

Answer: composition sign

31. Composition signs, which are peculiar to braille, are configurations that, when placed

before a braille character give it a special meaning or designate a change in print ____.

Answer: typeface

32. Composition signs are necessary because the dots, or bumps, that represent braille

letters cannot be ____ like print capitals or ____ like print italics.

Answer: Enlarged, altered

Questions: Lesson 2

1. In braille, there is no separate ____ for capital letters.

Answer: alphabet

2. Instead, capitalization is indicated by placing the ____ ____ immediately before the

letter affected.

Answer: capital indicator

9.D.1


Braille Module 9-18

3. When all of the letters in a word or letter grouping are capitals, the ____ ____ ____is

used.

Answer: double capital indicator

4. Like the number indicator, the capital indicators are ____ ____.

Answer: composition signs

5. In proper names where the letters c or ac are in lower case, a ____ ____ ____is

placed before each capitalized letter.

Answer: single capital indicator

6. If part of a proper name is fully capitalized a ____ ____ ____is placed before the fully capitalized portion.


7. The indicator ____ signals rules that are different from those used for preparing

textbooks.

Answer: [diff.]

8. Paragraphs in general reading material are indicated in braille by starting the first word

of each new paragraph in the ____ space, or cell, of a new line.

Answer: third

9. All following lines in a paragraph start at the____.

Answer: margin

10. In block form means there are no ____ ____.

Answer: paragraph indentions

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

or ____ by means of extra spacing.

Answer: thought or scene

12. Occasionally, for visual appeal, print uses one enlarged or ornate letter or all capital letters in the first few words at the beginning of a chapter or other division. In braille, this practice is ____.

Answer: ignored

9.D.1


Braille Module 9-19

13. The use, order, and spacing of braille punctuation should follow ____ ____except in

specific instances to be covered later in this manual.

Answer: print practice

14. As in print, only ____ ____ is left empty following commas and semicolons.

Answer: one space (cell)

15. Unlike print that often leaves ____ blank spaces following a colon and between

sentences, only ____ empty cell is left in braille.

Answer: Two, one

16. Name the dot formation for the period.

Answer: Dots 256

17. Name the dot formation for the question mark.

Answer: Dots 236

18. Name the dot formation for the exclamation mark.

Answer: Dots 235

19. Name the dot formation for the comma.

Answer: Dot 2

20. Name the dot formation for the semicolon.

Answer: Dots 23

21. Name the dot formation for the colon.

Answer: Dots 25

22. True or False--Numbers in a printed listing are usually arranged so that the periods are

in alignment. Follow this in braille.

Answer: False, in braille, the number indicator is placed in cell 3, followed immediately

by the number—regardless of the number of digits in the number.

23. The hyphen is represented in braille by dots ____.

Answer: 36

9.D.1


Braille Module 9-20

24. 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 ____ or ____.

Answer: compound words or numbers

25. Wherever there is room on a line for one or more _____ and a hyphen, as many syllables should be brailled on that line as space will permit.

Answer: syllables

26. True or False-- A single-syllable word, such as served, plowed, or tried, can never be divided.

Answer: True

27. When dividing a multiple-syllable word between lines, division can be made only

between ____.

Answer: Syllables

28. Although English Braille American Edition (EBAE) Rule I.5.a. says that a word "may" be

divided between pages, the ____ ____ ____ does not recommend it.

Answer: Library of Congress

29. True or False--Most publishers and dictionaries do not separate a beginning or ending single-letter syllable from the rest of the word—and it is recommended that braille follow this example.

Answer: True

30. Words such as away and body should not be divided between ____.

Answer: lines

31. Correct syllabication of words is far from easy, and even ____ sometimes differ.

Answer: dictionaries

32. Until the transcriber has learned correct word division either by ____ or by ____ instinct, it is advisable to consult a good dictionary.

Answer: Memory or educated

33. A ____ edition of any reputable dictionary less than ten years old can be used for this

purpose.

Answer: collegiate

9.D.1


Braille Module 9-21

34. When looking for a dictionary check that the dictionary selected gives ____ ____—not

all do.

Answer: word divisions

35. On occasion, major dictionaries will differ on where they ____ a word.

Answer: divide

36. Syllabication can be affected by the ____ ____ ____ used in a particular sentence.

Answer: part of speech

37. Be prepared to support choices made regarding syllabication if the instructor marks a

choice as ____.

Answer: wrong

38. True or False--In general, when a vowel is given a long sound in pronunciation, the vowel comes at the end of the syllable; but when a vowel has a short sound, the

syllable includes the following consonant.

Answer: True

39. Some words are pronounced and divided in two different ways, depending on whether

they are used as ____, ____, or ____.

Answer: nouns, adjectives, or verbs

40. It may be necessary to determine from ____ which part of speech is involved.

Answer: context

41. Unfortunately, some dictionaries show only one entry for most of these words, and bury the alternative use(s) within the definition paragraph, so it is important to note the part of speech and the pronunciation when dividing them between ____.

Answer: lines

42. It should be observed that plurals of nouns are not given in the dictionary if they are ____ regularly.

Answer: formed

43. In order to correctly divide words it is necessary to know that when a plural is formed by adding s or es to a word ending in the sound of ch, sh, j, s, x, or z the es becomes

a separate ____.

Answer: syllable 9.D.1


Braille Module 9-22

44. When an sis added to a word ending in e but does not form a new syllable, the word

____ be further divided.

Answer: cannot

45. Do not leave a space either before or after a hyphen in a ____ word, regardless of print spacing.

Answer: compound

46. You will find many hyphenated compound words that are not in the dictionary. This is because when two words that modify a noun are placed before it, the words are often

joined by a ____.

Answer: hyphen

47. When a hyphen appears at the end of a print line and the word cannot be found either in the dictionary or somewhere else in the text—either as one word or as a hyphenated compound word—it should be treated as a hyphenated compound word, and the

hyphen should be ____.

Answer: retained

48. Hyphenated compound words and abbreviations are capitalized in braille as they ____

in print.

Answer: appear

49. A ____ ____ ____ placed before a hyphenated compound word indicates that all the

letters of the compound word are capitals.


50. When brailling a hyphenated compound word, no space should be left ____ or ____ the hyphen.

Answer: Before or after

51. Notice that unlike a connected hyphenated compound word, in a disconnected compound word a hyphen can start a new braille line as long as a ____ came before it

in print.

Answer: space

52. A dash is represented in braille by dots ____, ____.

Answer: 36, 36

9.D.1


Braille Module 9-23

53. A dash is a ____-____ sign.

Answer: two-cell

54. A dash can usually be distinguished from a hyphen in print by its ____ ____.

Answer: greater length

55. Since print uses dashes of varying lengths, it isn't always easy to differentiate between the two symbols, and it is sometimes necessary to determine from ____ which braille

symbol to use.

Answer: context

56. A dash and a hyphen have different ____.

Answer: functions

57. A hyphen is used to ____ _____ compound words or expressions.

Answer: join together

58. A hyphen is used to separate the ____ of a word.

Answer: syllables

59. A dash is used to separate ____ of a sentence.

Answer: segments

60. A dash is used to begin or end an ____ sentence.

Answer: incomplete

61. Print is often ____ in the spacing before and after a dash.

Answer: inconsistent

62. In braille, no space is left between a dash and the words that immediately precede and

follow it, regardless of print ____.

Answer: spacing

63. When a ____-____ dash falls at the end of a print line but occurs in the middle of a braille line, the same rule applies—do not leave a space before or after the braille dash.

Answer: mid-sentence

9.D.1


Braille Module 9-24

64. One space is always left before _____ a new braille sentence.

Answer: beginning

65. If a dash begins an incomplete sentence, or a fragment of a sentence or thought, it is

preceded by a ____.

Answer: space

66. When a dash falls at the ____ of an incomplete sentence or thought, it is followed by a

space.

Answer: end

67. Unlike a hyphen, a braille dash ____ the effect of a capital indicator.

Answer: terminates

68. Even though a space is not left before or after a dash, if the words on both sides of the dash are fully capitalized, the ____ ____ ____is repeated following the dash.


69. When a dash is preceded and followed by a ____, it can either end or begin a braille

line—but a braille dash can never be divided between lines.

Answer: word

70. Braille signs that are formed in the lower part of the cell (dots 2, 3, 5, 6) are called

____ ____.

Answer: lower signs

71. Signs of punctuation are considered lower signs for they are all ____ in the lower part

of the cell.

Answer: formed

72. Unless a lower sign is in contact with another configuration that has a dot in the upper part of the cell (dots 1 or 4), the braille reader has difficulty determining ____ dots from ____ dots.

Answer: Upper. Lower

73. When a dash is followed by punctuation and a space, it cannot start a new braille

____.

Answer: line

9.D.1


Braille Module 9-25

74. If there is not room at the end of the braille line for the dash and the following

punctuation, the last ____ of the preceding word must be carried to the next line.

Answer: syllable

75. The effect of the number indicator is not terminated by ____ commas, colons, or hyphens.

Answer: intervening

76. A space or a mark of punctuation other than a comma, colon, or hyphen will ___ the effect of the number indicator.

Answer: terminate

77. If a space or such punctuation falls in the middle of a number, the number indicator

must be ____.

Answer: repeated

78. Numbers that are joined by a hyphen and appear together on one line do not require a

second ____ ____ before the second number.

Answer: number indicator

79. If the hyphen joining two numbers falls at the end of the braille line, the number

indicator must be ____ at the beginning of the following line.

Answer: Repeated

80. Because number-word combinations are common in print (6-pack, 7-Up), repeating the number indicator in a hyphenated number that is divided between lines makes it clear

to the reader that it is a number that continues and not a ____.

Answer: word

81. Numbers of ____ digits or fewer and numbers without commas should not be divided

between lines.

Answer: six

82. Longer numbers may be divided between lines only following a ____.

Answer: comma

9.D.1


Braille Module 9-26

83. Because the comma and hyphen signal that the number is ____, a second number indicator is not necessary and should not be used before the continuation of a long number on the following line.

Answer: Continuing

84. In braille an unspaced hyphen is substituted for a dash or a hyphen when print uses

such punctuation to ____ continuing or inclusive numbers.

Answer: connect

85. It is sometimes ____ to tell the difference between a print short dash (an en dash), a

regular dash (an em dash), and a hyphen.

Answer: difficult

86. A good rule of thumb is, if the words “____” or “____” can be substituted for the punctuation used between print numbers, scores, votes, etc., then a hyphen should be used in braille.

Answer: "to" or "through"

87. Sports scores and voting results should not be divided between ____.

Answer: lines

88. If, however, a dash comes between numbers but its purpose is to separate independent clauses, as in We eat at 8:00—8:30 is too late, in braille the dash must be

____ and the number sign repeated before the second number.

Answer: retained

9.D.1


Braille Module 9-27

Braille BINGO Ribbons (9.D.2)

9.D.2

I Won the

BINGO

Game!!!

BINGO

CHAMPION!!!

BRAILLE BINGO VICTOR!!!

Documents

Braille Module 9 LOC Lesson 2, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum/Literary... · PROFITT Curriculum Module # 9 – LOC Lesson 2, Assessment Braille