Braille Module 24 LOC Lesson 6,...

Braille Module 24 LOC Lesson 6, Assessment

PROFITT Curriculum Module # 24 — LOC Lesson 6, Assessment

Braille Module 24-1

Braille Module 24

LOC Lesson 6, Assessment

Summary

Goal(s): The goal is for the students to complete Lesson 6 by reading and writing 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:

BS24.1: Demonstrate proofreading skills through a reading practice in simulated braille.

BS24.2: Demonstrate usage of computer skills working with Perky Duck for exercise

transcription.

BS24.3: Submission of LOC Lesson 6

Exercise with 90% accuracy.

BS24.4: Evaluation by the instructor.

Instructor:

Braille instructor

Delivery Method(s):

Lecture Classroom reading Discussion

One-on-one reading Hands on Evaluation

Length: 5 hours Three topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 6 Reading Practice, page 6—8 Exercise, page 6—9-10

Take Away Message(s): You have completed the sixth Lesson of the Instruction Manual for Braille Transcribing, Fifth Edition, 2009. Pat yourself on the back! There are 13 more lessons and your manuscript to look forward to. Keep focused on your goal and you will accomplish your desired objective. Spend time memorizing the part-word contractions for ar, ed, er, gh, ow, ble, and ing. These contractions will save you time and space. Remember to take your time and build at your own pace.


Braille Module 24-2

Instructor Preparation

Title of Module: LOC Lesson 6, Assessment

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

the end of Lesson 6 to assess proficiency with the literary code rules pertaining to the

part-word contractions for, ar, ed, er, gh, ow, ble, and ing. This Module will provide time

for the Reading Practice, the Exercise, and an evaluation by the instructor.

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

Topic: LOC Lesson 6, Assessment Time Allotted: 5 hours

A. LOC Lesson 6 Reading Practice

(2 hours)

B. LOC Lesson 6 Exercise

(2 hours)

C. LOC Lesson 6 Evaluation

(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 6

3. EBAE

4. Pencil

5. Handouts and Answer Sheets: Lesson 6: Word Puzzle (24.C.1), Answers to Lesson 6:

Word Puzzle (24.C.2) (one copy), Lesson 6: Structure Buster Worksheet (24.C.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 computer available for students.

4. Have list of students paired for proofreading exercise.

5. Prepare the classroom the chalk and erasure boards.


Braille Module 24-3

Curriculum Content

A. LOC Lesson 6 Reading Practice (2 hours)

Objective BS24.1: Demonstrate proofreading skills through a reading practice in simulated

braille.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with Lesson 6 which introduced the part-word contractions

for ar, ed, er, gh, ow, ble, and ing.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will have the students open their LOC Manual to page 6-9 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 students will do the Reading Practice together as a class prior to writing it out in

longhand. There are two ways to accomplish this task. You may choose which one works

best in the environment you are in.

1. 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.

OR

2. As a class each student will take a turn to go to the board and write out the

sentence they were assigned as they read it out loud. They are to explain all

punctuation, composition signs, contractions, etc.

The instructor will say to the students:

“Be patient when others are reading. Do not write the longhand over the simulated

braille while you are waiting. We want you to be able to understand what you are

reading in the simulated braille copy. Be respectful of others. Take your time when

you read. With practice you will be able to read quicker.”

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


Braille Module 24-4

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.

B. LOC Lesson 6 Exercise (2 hours)

Objective BS24.2: Demonstrate usage of computer skills working with Perky Duck for

exercise transcription.

Objective BS24.3: Submission of LOC Lesson 6 Exercise with 90% accuracy.


The instructor will be familiar with the Lesson 6 Exercise on page 6-9. The LOC

Manual: Lesson 6: Exercise is a hands-on test of the students’ knowledge. LOC Manual:

Lesson 6 Exercise includes the part-word contractions for ar, ed, er, gh, ow, ble, and ing.

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 6 (photo copies).


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 45 complete sentences for the

students to braille on Perky Duck.

Some reminders to the student:

“Once you have transcribed the Exercise be sure to print out your Exercise to proofread. You can proofread on the computer, but chances are you will not be able to catch your mistakes as fully as a print copy.

Look in the rule book first if you have any questions.


Braille Module 24-5

Structure the Exercise thoroughly before you start to transcribe. You may think you

can do it without taking the time to structure, but this is usually not the case. It is

important for you to complete this Exercise in order to go on to the next lesson.

Proofread your own Exercise prior to handing it to someone else for proofing.

This Exercise is the final to Lesson 6 and needs a passing grade before the next

lesson is to be graded. A passing grade of 90% or higher is required.”

The instructor is to grade the lessons and 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.

ASSESSMENT

The expected outcome of the LOC Manual: Lesson 6 Exercise is for students to pass and

continue on to Lesson 6.

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 BS24.4: Evaluation by the instructor.


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

weaknesses. The instructor will be familiar with the Lesson 6: Puzzle and the Lesson 6:

Worksheet.

You will need copies of: Lesson 6: Word Puzzle (24.C.1), Answers to Lesson 6:

Word Puzzle (24.C.2), and Lesson 6: Worksheet (24.C.3).


The instructor will pass out a Lesson 6: Word Puzzle (24.C.1) and a Lesson 6:

Worksheet (24.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 6: Word Puzzle (24.C.1) is a two column puzzle in simulated braille. The

students are to translate the simulated braille and match up the words that rhyme. An

answer key is included.


Braille Module 24-6

The Lesson 6: Worksheet (24.C.3) was created for the students to practice structuring

and brailling. The Instructions will read the instructions to the class as follows:

“Structure and braille this page on a Perky Duck. Remember the three things to

check for when you are structuring:

1. Check which cell your text will start in. Then write that number above the sentence.

2. Highlight all the contractions you will be using that you have learned so far.

Write the contraction you will use over the word.

3. Count every cell you will need until you get to the number 40, which is how many cells in a braille line. Remember that some characters will use more

than one cell and contractions will use less cells.

Proofread each sentence so you may develop the ability to read what you have brailled. Proofread your own work prior to giving it to another student to

proofread.”

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 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.

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

structuring, brailling and proofreading.


Braille Module 24-7

Best Practices

1. Discuss the importance of using the contractions in braille and why it is important to

follow the rules. Share how contractions save space and time for both the transcriber and

the blind reader. Explain that some material may be in transcribed in un-contracted

braille.

Frequently Asked Questions

1. How do I know if the braille transcription I will be working on is contracted or un-

contracted braille?

Answer: The agency you will be working with will tell you if the transcription will be un-

contracted or contracted. You will follow the agencies guidelines as to the format. The

usual un-contracted braille format has blank lines. An agency may require un-contracted

braille, but have no blank lines. The usual contracted braille format has no blank lines.

An agency may require contracted braille, but to have blank lines. Therefore, it is your

responsibility to know what the agency would like prior to starting a transcription.

.


Braille Module 24-8

Braille Module 24 LOC Lesson 6, Assessment Handouts and Answer Sheets

PROFITT Curriculum Braille Module 24—LOC Lesson 6, Assessment

Braille Module 24-9

Lesson 6: Word Puzzle (24.C.1)

s K E D A 4 L E > $ q P R O # M q ] e s / [ t r / \ o w a r N A $ S a e r : t / y u < i o p i p ? e t r a S e v b u \ t t y : p o t a ] t z [ g h o t > \ d e ? r / d o > l p o A t d d g i # m a n u a l t > r h a b \ c ] d e f g h j < i p l $ o v V e P R E D A C I \ S l o v e i t < h a p p y / i s [ s + h e w h * o A e a t > s g o / o d / a n d ? e m e r r y j u m p i n g b / e a + n G m e ] x : i [ m e x i c < o n e E T A C U $ O C > ] w [ g r e a t l E l a n d s o f i r e m z a r y m t r \ t r y > y o u r h a r ] d e s R t < a t \ q K E T T L E D R U M q a e ] r t $ y # a t e > u B A K ] Y b l e e n c e q ? u $ i s * s t $ e n t : m e n t q [ s i o n t n e m w z C O ] C $ s c / i l t m e n b r a i l l e a \ a > o u d n t a k < w e s / t a n n i e $ p u S t r > k a n s a s b i g d ] I V , N a t i o n a g / f i r s t o / o W r d m e a t y v W j e n n i f e r a n d t > o u n t b e l l y [ n e E t o ? i n k a b + w h a G O # T t y \ w $ a n ? [ t # I B f o o l i E s e m e n t / s + i n g + b l e a b / l e t m e n t a r H o u n d m T e t a r o u n d s # o w ] t h > ] n e d e d $ d i : t h > j [ i n b H i n * d > t \ m i n g m e n t t o / k n e e l a t t h e B t h r o n E o f t h + l o r d a 5 C Y C L O P A E D I A h i h * g i + i n g \ s > o u t / r e e m e [ j t u n m $ i T h / u n : n m u h k ] s i o n i T i o t i o n T j e s u s + + n o i E s a e D I A E R E S I S m i c k e y m o u s e [ e n c e o w + i n g R ] e d y M k i i p p l i n g e r s m g D u s t H i c e j $ c o m t o O t h < e P e o p l e n o w > l o r d t N d a y E m o r e w e n e e d O p e n t ] t h e g > t e s r i g h t o \ u s $ E N i m g < l a ] p o M o : s t a m m e r i n g t o t h e c a > r o u n t i $ o p s s o n ? p j o p i # c * c h i u m a u > f a # s

24.C.1

1. Arkansas 2. toward 3. need 4. whimper 5. bible 6. goblet 7. ginger 8. swinging 9. problem 10. sedan 11. savagery 12. bakery 13. kettledrum 14. sweetheart

15. derivation 16. skedaddle 17. diaeresis 18. towhee 19. coerced 20. encyclopaedia 21. coeducate 22. predacious 23. harbinger 24. stateroom 25. around

24.C.1

Answers to Lesson 6: Word Puzzle (24.C.2)

s K E D A 4 L E P R O # M N A $ S S A V P R E D A C I \ S A G E T A C U $ O C E R K E T T L E D R U M

t B A K ] Y [ C O ] C $ > S > k a n s a s d ] I V , N W W E + G O # T # I B E + + H T ] > H / B E 5 C Y C L O P A E D I A + > T : ] T T E D I A E R E S I S [ R M D H O P N E O ] \ $ E N M >

24.C.2

1. (ar)kansas 2. t(ow)(ar)d 3. ne(ed) 4. (wh)imp(er) 5. bi(ble) 6. go(ble)t 7. g(ing)(er) 8. sw(ing)(ing) 9. pro(ble)m 10. sedan 11. savagery 12. bak(er)y 13. kettledrum 14. sweethe(ar)t 15. d(er)iv(ation) 16. skedaddle 17. diaeresis 18. t(ow)hee 19. co(er)c(ed) 20. (en)cyclopaedia 21. co(ed)ucate 22. predacious 23. h(ar)b(ing)(er) 24. (st)ateroom 25. (ar)(ou)nd

24.C.2

PROFITT Curriculum Braille Module 24—LOC Lesson 6, Assessment

Braille Module 24-14

Lesson 6: Worksheet (24.C.3)

Structure and braille this page on a Perky Duck. Remember to center the heading.

Paragraphs start in cell 3 with run-overs in cell 1. Check each line after you braille it,

not only to be certain that you have it correctly, but so that you may develop the

ability to read what you have brailled. PROOFREAD your own work prior to handing it

to another student.

Brother Ed’s Ingredients to Stop a Nosebleed

Brother Ed soothed his sister, Edith Lingo, when she had a nosebleed. He wished he could help her because she was such a sweetheart. Her face was unblemished and the nosebleeds made it blotchy. Sometimes the veins would pop out and make her skin look marbled-like. They had to wait for the veins to wither.

Surely there was some ingredient to help her. Having nosebleeds always made Edith Lingo drowsy and she loathed long times she spent laying down. The nosebleeds were worse--especially

when she ate cheddar cheese or was around the edelweiss flowers.

The Doctors skedaddled over to examine Edith Lingo and told Brother Ed she can’t bathe every day and to avoid water. Dr. Charley Garcia was from Peru and wore a coat with fringe on the hem. He was very thorough and hated to make errors. He shared an office with Doctor Jerry Marble on Airedale Street between the Charlestown bakery and Johnston Jewelers. Dr. Jerry played the kettledrums and built doghouses on the side. Both Doctors were swinging singles. Dr. Garcia prescribed allergy medication which had been around for quite a while. He predicted that it will help

her tremendously. She would not have to be 911ed to the hospital.

Early Monday morning Brother Ed got up early, went outside, and picked some chrysanthemums to brighten up the table. He saw flamingos, mockingbirds, and bumblebees fluttering around the ginger plants. The following day Brother Ed was scheduled to fly to Washington, but a northerner was coming in. An amazing thing happened as they watched the

weather change Edith felt so much better!

Soon Edith Lingo was healed and never had to suffer again. Doctors Charley Garcia and Jerry Marble, the professors from Brilliant University, said it was a miracle! Never once did Edith Lingo feel shanghaied. The next morning, as predicted, the storm rolled in. Brother Ed and Edith Lingo sat in the living room in front of the fire listening to the foghorns noises arise from the ships out at sea. It

was so soothing to be healthy and able to breathe.

24.C.3

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