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Braille Module 3 Braille Alphabet Continued

PROFITT Curriculum Module # 3 – Braille Alphabet Continued

Braille Module 3-1

Braille Module 3 Braille Alphabet Continued

LOC Lesson 1.3-1.6

Summary

Goal: Students will demonstrate a working knowledge of the braille alphabet. SMART Objectives: Specific, Measurable,

Achievable, Realistic, and Time-sensitive

By the end of this module, students should

be able to:

BS3.1: Review the first 10 braille letters. BS3.2: Learn the second 10 letters of the alphabet. BS3.3: Visualize the dot formations through flashcards. BS3.4: Demonstrate their memorization of braille numbers through repeating Drill 4.

Instructor:

Braille instructor

Delivery Method(s):

Flash cards Lecture Classroom reading Discussion One-on-one reading

Hands on

Length: 5 hours Four topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson: 1.3 Lesson: 1.4 Lesson: 1.5 Lesson: 1.6 with EBAE VII.28

Take Away Message(s): Hard work is rewarded by accomplishment. Learning the alphabet is the foundation of the whole braille reading system. To acquire the skills for the dot formations for the alphabet and numbers in braille is solidifying the foundation for your career. Use these skills to support your pursuits in the progression of your working life. Remember to continue practicing your reading practice and proofreading skills, as this will help you to be a proficient braillist in the competitive market. Utilize the flashcards for learning the dot formation in and out of the class room. This will help you to memorize the dot formations quickly.


Braille Module 3-2

Instructor Preparation

Title of Module: Braille Alphabet Continued

The purpose of this module is for the students to complete the instruction of the braille alphabet and continue to increase skill with reading and writing braille number and letters,

and increase proficiency with the Perkins Brailler.

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

Topic: Braille Alphabet Continued Time Allotted: 5 hours

A. Review the First Ten Braille Letters (1 hour)

B. Learn the Remaining Letters of the Braille Alphabet (2 hours)

C. Review the Alphabet with Flashcards (1 hour)

D. Continued Practice with Braille Numbers (1 hour)

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

1. Perkins Braillers

2. Braille paper

3. Simulated braille blank cell sheets

4. LOC Manual

5. Pencils

6. Flashcards of Alphabet created for module 1

7. Handouts: Review Quiz (3.A.1), Worksheet 1: The Second Ten Letters of the

Alphabet (3.B.1), Worksheet 2: The Last Six Letters of the Alphabet (3.B.2), and

Worksheet 3: The 26 Letters of the Alphabet (3.B.3)

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

1. Tables with enough space for the instructor and each student to use a Perkins Brailler,

the LOC Manual and handouts, and chairs

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


Braille Module 3-3

Curriculum Content

A. Review the First Ten Braille Letters (1 hour)

Objective BS3.1: Review the first 10 braille letters.

PREINSTRUCTIONAL ACTIVITIES

You will need copies of: the Review Quiz (3.A.1).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will remind the students that the Review Quiz (3.A.1) is to test

their knowledge of the LOC Lesson prior to class. Each student should read and

study the text before class.

Students will be given 5 minutes to review and study the first 10 letters of the braille

alphabet. Students will study independently.

The instructor will pass out the Review Quiz (3.A.1).This quiz is a handout of 15

simulated braille words to be translated in to print. The students will write the words in

longhand over the simulated braille.

At the end of the quiz, the instructor should reassure the students that they will improve.

The quiz was given to measure their memorization of the symbols at this time. It will be

important for the students to gain a level of proficiency to allow them to recognize braille

symbols as readily as print in order to become transcribers. At this point they will

exchange papers and first independently check their classmate’s work. The instructor will

then provide the correct translation of each word.

The instructor will use the remaining time to use the flashcards for the first 10 letters of

the alphabet. Quick repetition will be required.

B. Learn the Remaining Letters of the Braille Alphabet (2 hours)

Objective BS3.2: Learn the second 10 letters of the alphabet.


The instructor will be familiar with LOC Manual: Lesson: 1.4 and Lesson: 1.5. This lesson

covers the second ten letters of the alphabet and the last six letters of the alphabet.

You will need copies of the following: Worksheet 1: The Second Ten Letters of the

Alphabet (3.B.1), Worksheet 2: The Last Six Letters of the Alphabet (3.B.2),

and Worksheet 3: The 26 Letters of the Alphabet (3.B.3).


Braille Module 3-4


As a class, the students will open and read the LOC Manual’s Lesson 1.4, “The Second 10

Letters of the Alphabet.”

The instructor will draw the student’s attention to the fact that the second 10 letters of the alphabet are the same symbols of a-j with the addition of dot 3, a-k, b-l, etc. As they study, the instructor should point out that with the addition of dot 3, the symbols appear

very different in shape.

The students will have 5 minutes to study these new letters.

Hand out Worksheet 1: The Second Ten Letters of the Alphabet (3.B.1), which is

a simulated braille sheet with the second 10 letters and blank cells. The students should

form the shapes of the letters. They should also number the dots used in each symbol.

The students should then be directed to complete Drill 2 by brailling the words in Drill 2.

The instructor will direct the students to 1.5 in the LOC Manual, “The Last 6 Letters in the

Alphabet.” The letters u, v, x, y, and z are formed by adding dot 3 and 6 to the first 5

letters. Thus “u” s formed by adding dots 3 and 6 to “a”, etc. The letter “w” is a “j” with

dot 6 added. “w” does not fit into the pattern because the letter “w” did not exist in the

French alphabet during the time of Louis Braille. It was added later.

The students will have 5 minutes to study these new letters.

Hand out Worksheet 2: The Last Six Letters of the Alphabet (3.B.2), which is a

simulated braille sheet with blank cells for the students to form the shapes of the last six

letters of the alphabet. They should also number the dots used in each symbol.

The students will have 5 minutes to study the 26 letters of the alphabet.

Hand out Worksheet 3:The 26 Letters of the Alphabet (3.B.3),which is a simulated

braille sheet with blank cells for the students to form the shapes all of the letters of the

alphabet. The students will fill in the simulated braille sheet for the first, second and third

groups of letters, from memory without reference to the LOC Manual or other materials.

The students should form the shapes of the letters and write the number of the dots used

in each symbol. This is a timed test. Please allow 5 minutes.

Students will exchange their completed simulated braille sheet with a classmate for

proofreading. The students will then review their own papers before handing them to the

instructor.

The students should then be directed to complete Drill 3 by brailling it.


Braille Module 3-5

Following Drill 3, the students will complete the Reading Practice on page 1-4.

Students are required to review their own work. Then they should exchange reading

practice papers with a classmate for proofreading.

Discuss the student’s experiences with this module. How do they feel about their

progress? Are they feeling overwhelmed? Assure the students that they will have ample

time for practice and that repetition will increase their skill. Encourage students to review

the entire braille alphabet symbols to prepare for the next Module.

ASSESSMENT

The instructor will assess the student’s accuracy in production of braille letters by

observation during the activity and by reviewing the work produced by each student.

C. Review the Alphabet with Flashcards (1 hour)

ObjectiveBS3.3: Visualize the dot formations through flashcards.


The instructor will have the classroom flashcards for the 26 letters of the alphabet already

printed on card stock paper. You will use flashcards made for the classroom to introduce

the letters of the alphabet. Flashcards are a great help tool for the students to get a good

visual of the braille dot formations.

Both classroom flashcards and personal flash cards are very helpful to the students.

These flashcards will help them to memorize the braille characters easier. Encourage

them to use them every day inside and outside the classroom setting.


The instructor will hold up the flashcards for the class to see as the students call out the

letter each card represents. You may allow time to call on individual students. This will

allow everyone to have a chance to review these.

After the introduction, the students will make their own flashcards using the index cards

provided.

ASSESSMENT

The instructor will assess the student’s accuracy as they observe the students response to

the flashcards.


Braille Module 3-6

D. Continued Practice with Braille Numbers (1 hour)

Objective BS3.4: Demonstrate their memorization of braille numbers through repeating Drill 4. PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with the braille numbers and Drill 4.


The students will be directed to repeat Drill 4 on their braillers. This repetition will strengthen the students’ knowledge of the braille numerals 1- 0. The students will then

exchange their papers with a classmate for proofreading.

During the final 10 minutes of the class the instructor will summarize the content of this

module. In this period, the students will be encouraged to ask questions and share their

reactions to the module.

ASSESSMENT

The instructor will assess the student’s accuracy in production of the first 10 braille

numbers by observation during the activity and by reviewing the work produced by each

student. The Instructor will discuss the lesson asking the student their impressions of the

lesson and what was the most difficult.

The instructor will review the accuracy of the production of the braille letters and numbers

completed by each student regarding all of the letters of the alphabet and the numbers

corresponding to the first 10 letters. In addition the assessment of the accuracy of each

student’s work will be determined by the results of the test at the end of Lesson 1 in the

LOC Manual.


Braille Module 3-7

Best Practices

1. Stress the importance of learning to network with other transcribers when they are

released. It is vital that the students learn to work with others. Many times they will work

in teams and will always proofread behind each other, even after certification.

2. Encourage attendance to different conferences related to a braille career.

3. Encourage the students to think about joining the National Braille Association (NBA)

and California Transcribers and Educators for the Blind and Visually Impaired (CTEBVI).

Though there are fees, the cost back to the student is priceless to their career.

4. Have bibliographies on Helen Keller and Louis Braille.

Frequently Asked Questions

1. How much money will I be able to make in a career in braille transcribing?

Answer: There is no set amount for how much someone will make as a certified braille

transcriber. There is a need for braille to be reproduced for the braille reader. The more

proficient you are in your skills, the more money you will be able to make.


Braille Module 3-8

Braille Module 3 Braille Alphabet Continued Handouts and Answer Sheets


Braille Module 3-9

Review Quiz (3.A.1)

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

longhand over the simulated braille.

1.01 jiff°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.02 gaga°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 fade°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.04 jibe°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 iced°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.06 head°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 deaf°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 aced°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 beach°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.10 chaff°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 hide°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.12 egged°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 deface°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.14 hedge°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 beaded°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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

1.18 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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

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

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

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

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

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

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

3.A.1


Braille Module 3-10

Answers to Review Quiz (3.A.2)

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

words out in longhand over the simulated braille.

1. jiff

2. gaga

3. fade

4. jibe

5. iced

6. head

7. deaf

8. aced

9. beached

10. chaff

11. hide

12. egged

13. deface

14. hedge

15. beaded

3.A.2


Braille Module 3-11

Worksheet 1:

The Second Ten Letters of the Alphabet (3.B.1)

Form the shapes of the letters. Number the dots used in each symbol.

K l m n o p q r s t

° ° ° ° ° ° ° ° ° °

° ° ° ° ° ° ° ° ° °

° ° ° ° ° ° ° ° ° °

3.B.1


Braille Module 3-12

Worksheet 2:

The Last Six Letters of the Alphabet (3.B.2)

Form the shapes of the letters. Number the dots used in each symbol.

U v w x y z

° ° ° ° ° °

° ° ° ° ° °

° ° ° ° ° °

3.B.2


Braille Module 3-13

Worksheet 3:

The 26 Letters of the Alphabet (3.B.3)

You will have 5 minutes to form the shapes of the first 20 letters of the alphabet. Number the dots

used in each symbol.

° ° ° ° ° ° ° ° ° °

° ° ° ° ° ° ° ° ° °

° ° ° ° ° °

3.B.3

Documents

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