braille module 42 short form words loc literary...

Braille Module 42 Short-Form Words LOC Literary Lesson 11, Sections 11.1-11.8

PROFITT Curriculum Module # 42 — Short-Form Words

Braille Module 42-1

Braille Module 42 Short-Form Words

LOC Literary Lesson 11.1-11.8

Summary

Goal(s): The goal is for students to gain an understanding and demonstrate a working knowledge of the short-form words in general, as whole words, as part words, in compound words, special rules for after, blind, and friend as part words, dividing short-form words between lines, in unusual words, short-form words in proper names and the rules concerning the usage

of these symbols.

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

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

BS42.1: Demonstrate a growing proficiency and knowledge of all the

contractions for short-form words.

BS42.2: Increase speed of recall of braille short-form words.

BS42.3: Review and test on the short-form words.

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 11.1 with EBAE XVI.47 Lesson 11.2 with EBAE XVI.47 Lesson 11.3 with EBAE XVI.47.e Lesson 11.4 with EBAE XVI Lesson 11.5 with EBAE XVI.47.f Lesson 11.6 with EBAE XVI.47.a Lesson 11.7 with EBAE XVI.47.g Lesson 11.8 with EBAE XVI.47.b

Take Away Message(s): Give yourself and your classmates a high-five! Upon completion of this lesson, you have now learned all the contractions in braille. “Let a human being throw the energies of his soul into the making of something, and the instinct of workmanship will take care of his honesty.”— Walter Lippmann The energy you have spent on learning braille will pay off in the end. Keep tuned into the contractions, the rules and learning the format of Literary braille.


Braille Module 42-2

Instructor Preparation

Title of Module: Short-Form Words and Proper Names

The purpose of this module is to review the 24 short-form words studied in earlier lessons and to learn the rest of the short-form words. The students will also continue the process of structuring. This module will allow the students to continue the practice of proofreading. The students will review and be tested on the information found in Lesson 11.

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

Topic: Short-Form Words and Proper Names Time Allotted: 5 hours

A. Short-Form Words

(3 hours)

B. Braille Bingo

(1 hour)

C. Review and Test

(1 hour)

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

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts and Answer Sheets: Lesson 11: Short-Form Word List (42.A.1), Lesson 11: Quiz (42.A.2), Answers to Lesson 11: Quiz (42.A.3),Lesson 11: Test (42.C.1), and Answers to Lesson 11: Test (42.C.2) (one copy of answer sheets)

6. A copy of the Contraction Chart and answers.

7. You will need a copy of Lesson 11 flashcards (Les11Flashcards.docx).

8. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

9. You will newspapers and magazines

10. You will need BINGO cards for the students.


Braille Module 42-3

Classroom Preparation

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

2. Have the classroom flashcards prepared for Lesson 11 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.


Braille Module 42-4

Curriculum Content

A. Short-Form Words (3 hours)

Objective BS42.1: Demonstrate a growing proficiency and knowledge of all the

contractions for short-form words.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 11.1-11.8 which covers the rules for the short-

form words. They will also be familiar with Drill 29.

You will need a copy of Lesson 11 flashcards (Les11Flashcards.docx).

You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

You will need copies of: Lesson 11: Short-Form Word List (42.A.1), Lesson 11:

Quiz (42.A.2) and Answers to Lesson 11: Quiz (42.A.3).

You will need copies of magazines and newspapers

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will pass out the Lesson 11: Quiz (42.A.2). The quiz is an inquiry to the knowledge of the students prior to studying Lesson 11 in class. This quiz is to test to see if

the student has read the lesson prior to class.

The quiz contains all of the braille characters the students will learn in Lesson 11. This

includes the short-form words learned in this lesson. The directions for the quiz are to fill

in the table with the contractions from Lesson 11.

The outcome of this quiz is to test the students of their knowledge of the new braille

characters from Lesson 11.

The instructor will use the classroom flashcards for Lesson 11. The flashcards for Lesson

11 introduces the all of the braille short-form words. Start out slowly and pick up speed.

Hold each card up and allow the students to shout out the contractions. Then allow time

for you to call on the students’ one at a time. This will help to allow each student to test

their memory.

Some reminders to the students:

“This list of contractions has more words than any other lesson. Therefore, you will have to study more diligently in order to memorize all of the contractions. You can do it!


Braille Module 42-5

Use the flashcards in and out of the classroom to your advantage. The flashcards

will help you to memorize the contractions quicker.”

Have the students make their flashcards for Lesson 11 using the index cards.

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

As a class the students will read and discuss LOC Manual: Lesson 11.1 and EBAE XVI.47

about the short-form words in general.


“Remember that a complete alphabetical list of all short-form words can be found in Rule XVI of the official literary code, English Braille American Edition 1994 and starred words have special rules.”

As a class the students will read and discuss LOC Manual: Lesson 11.2and EBAE

XVI.47about the short-form words as whole words.


“Always use these short-form words to represent all the meanings of a word.

These short-form words can be joined to the contractions to, into, and by.

Keep in mind that capitalization of short-form words should follow print.”

As a class the students will read and discuss LOC Manual: Lesson 11.3and EBAE XVI.47,

47.eabout the short-form words as a part words.


“Use short-form words as parts of words as long as:

they do not result in a misspelling

obscure recognition of the word

maintain their original meaning

Remember to consult a good dictionary in order to maintain correct syllabication.”

As a class the students will read and discuss LOC Manual: Lesson 11.4 and EBAE XVI about the short-form words in compound words.


“You are allowed to use short-form words when the words they represent are

joined with other words to form solid and hyphenated compound words.”


Braille Module 42-6

As a class the students will read and discuss LOC Manual: Lesson 11.5 and EBAE XVI.47.f

about the special rules for after, blind, and friend as part words.


“These three words, after, blind, and friend, have special rules applied to them because they can be confused with other braille characters. Be sure you

understand why these words can be confusing and follow the rules.”

As a class the students will read and discuss LOC Manual: Lesson 11.6 and EBAE XVI.47.a

about dividing short-form words between lines.


“Remember you can never divide a short form of a word between lines. When can a division be made? A division can be made only between a short form and a syllable addition. Can you spell out a word that can be represented by a short form, even though it might be possible to write a portion of such a spelled out word on one line and the remainder on the next? Never, such division rarely saves space

and it is preferable to preserve the normal braille appearance of the word.”

As a class the students will read and discuss LOC Manual: Lesson 11.7 and EBAE XVI.47.g about dividing short-form words between lines.


“Never use a short-form word if it would cause confusion in pronunciation or

difficulty in the recognition of an unusual word.

What may be unusual to one person may be very common to another. Many of

these words have simply developed as a traditional braille usage that is familiar to

the braille reader. Can you think of a good reference to decide if you should use

these short-form words? Answer: A good reference is the Braille Enthusiast’s

Dictionary.”

As a class the students will read and discuss LOC Manual: Lesson 11.8 and EBAE XVI.47.b about short-form words in proper names.


“You are allowed to use short-form words to represent an entire word in a proper

name only, but never just part of a word.

You may also use short-form words to represent whole proper names when they

are followed by an apostrophe.


Braille Module 42-7

You may use short-form words within titles and common words that have short

forms are contracted as usual. Proper names within titles must follow the rule.”

Take turns as a class to read the braille (embossed) answers to Drill 29 from the Drill book.

This will help the students to get a visual idea of reading the embossed copy.


“Remember to watch closely for the short-form words. They may be a little difficult for you to remember, because there are many of them. Keep trying, for this practice will help you when you get to proofreading our manuscript.

Take your time when you are reading. Remember to be patient and quiet whenever

someone else is reading.”

Next students will complete Drill 29 on Page 11-5 using Perky Duck.

Some reminders to the students before they transcribe Drill 29:

“Always print out your Drills to proofread. Yes you can proofread on the computer,

but chances are you will not be able to catch your mistakes as fully as a print copy.

Remember to thoroughly structure your print copy prior to transcription. Proofread

your own work before handing it to someone else to proofread.”

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.

Next, the instructor will pass out the newspapers and magazines and ask them to highlight the contractions found from this lesson. They are required to write the short-form word

over the whole word found.

Some reminders for the students (write the examples on the board):

“This list of words is extensive. If you study hard you will be able to memorize them quickly. Look for these words as you read material every day, like on

commercials, newspapers, magazines, etc.

The friend of the deceased said they were together last week after school. Perhaps at 1 o’clock she will be ready to visit the blind children.

In the first example the short-form words for friend, said, together, and after can

be used.

fr sd tgr af The friend of the deceased said they were together last week after school.


Braille Module 42-8

In the second example the short-form words for perhaps, o’clock, blind, and

children can be used.

p(er)h o’c bl (ch)n Perhaps at 1 o’clock she will be ready to visit the blind children.

Now it will be your turn to look for words in print.”

Following the completion of this activity allow time for the students to share. Let each student take turns and go to the board and write out some sentences with the short-form words that they found in the article they chose.

The expected outcome is for the students to be able to recognize these short-form words

in print.

FOLLOW-THROUGH ACTIVITIES

The instructor will have the students bring out their copy of the Contractions Chart. The

students will fill in the boxes that pertain to the short-form words. Please allow time to go

over this chart, fill in the boxes that apply, and allow for questions/ answers.


“Remember to fill out your Contractions Chart for this section. Today we learned

all of the short-form words. Use the “note” section to remind yourself of the ways

you can or cannot use the contraction. This will save you valuable time when filled

out correctly.

The Contractions Chart will be used throughout the braille modules as long as

you will be learning contractions. Take care of the one you have. Remember to fill

it in each time you learn new contractions.”

ASSESSMENT

Discuss the student’s response to the short-form words. Are they grasping the idea? Encourage the student’s to pay attention to the rules and they will begin to comprehend how a contraction can be used in both ways, depending on the context.

B. Braille Bingo (1 hour)

Objective BS42.2: Increase speed of recall of braille short-form words.


The instructor will be familiar with Lesson 11 pertaining short-form words

You will need a copy of the Lesson 11 Flashcards.


Braille Module 42-9

If this is the first time to play, you will 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 1 or 2 cards.

You will need Braille BINGO ribbons (15.D.2) printed on card stock paper for the

winners.


The Braille Bingo game allows the students to review the short-form words learned in this

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

knowledge of the rules.

Instructions:

Allow the students to review Lessons 11 prior to playing the game.

Pass out 1 or 2 BINGO cards to each student.

The instructor will hold up a flash card and ask a student to name the short-form

word. The students will take turns as they are called upon to answer what

configuration is on the flashcard. Remind the students not to shout out the correct

name if it is not their turn.

o If the flashcard is answered correctly the instructor will draw a number and

call it out.

o If the flashcard is not answered correctly the instructor will pass to another

flashcard and no number will be drawn.

When a student answers correctly the class may place their markers on the

appropriate space.

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.

If the student has a line filled out they win.

You may have ribbons ready to pass out for the winners.

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

C. Review and Test (1 hour)

Objective BS42.3: Review and test on the short-form words.


Braille Module 42-10


The instructor will be familiar with Lesson 11.

You will need the following handouts: Lesson 11: Test (42.C.1) and Answers to

Lesson 11: Test (42.C.2).


Review Lesson 11 of the LOC Manual. The review is designed to prepare the students for the 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 LOC Manual: Lesson 11.

The instructor will pass out the Lesson 11: Test (42.C.1) to each student. This test consists of 31True or False questions. An answer key is included. Allow for time to go over

the test and answer any questions.

ASSESSMENT

The expected outcome of the test will help both the instructor and the students to understand the students’ strengths and weaknesses. This will allow them to work together

to strengthen the students weaknesses in any area.

This test is necessary for the students and the instructor to determine the knowledge acquired over Lesson: 6 of the Instruction Manual for Braille Transcribing Fifth Edition, 2009.It is expected that the students will fully grasp the rules for the short-form words.



Braille Module 42 Short-Form Words LOC Literary Lesson 11, Sections 11.1-11.8 Handouts and Answer Sheets



Lesson 11: Short-Form Word List (42.A.1)

Short-form Meaning Short-form Meaning Short-form Meaning ab about *fr friend hm him

abv above gd good hmf himself

ac according grt great xs its

acr across imm immediate xf itself

*af after lr letter yr your

afn afternoon ll little yrf yourself

afw afterward m(st) must yrvs yourselves

ag again nec necessary h(er)f herself

ag(st) against o'c o'clock or oclock

myf myself

alm almost pd paid (one)f oneself

alr already p(er)h perhaps (ou)rvs ourselves

al also qk quick (the)mvs themselves

al(th) although sd said (th)yf thyself

alt altogether tgr together dcl declare

alw always cd could dclg declaring

(be)c because (sh)d should rjc rejoice

(be)f before wd would rjcg rejoicing

(be)h behind ei either (con)cv conceive

(be)l below nei neither (con)cvg conceiving

(be)n beneath m(ch) much dcv deceive

(be)s beside s(ch) such dcvg deceiving

(be)t between td today or to-day

p(er)cv perceive

(be)y beyond tn tonight or to-night

p(er)cvg perceiving

*bl blind tm tomorrow or to-morrow

rcv receive

brl braille rcvg receiving

(ch)n children

f(st) first

Remember: An asterisk shows that there are special rules for these words.

42.A.1



Lesson 11: Quiz (42.A.2)

Short-form Meaning Short-form Meaning Short-form Meaning about *fr hm

abv good himself

according grt xs

acr Imme

diate itself

after lr yr

afn little yourself

afterward m(st) yrvs

ag necessary herself

against o'c

myf

alm paid oneself

already p(er)h (ou)rvs

al quick themselves

although sd (th)yf

alt together declare

always cd dclg declaring

(be)c should rejoice

before wd rjcg

(be)h either conceive

below nei (con)cvg

(be)n much deceive

beside s(ch) dcvg

(be)t today or to-day

perceive

beyond tn

p(er)cvg

*bl tomorrow or to-morrow

receive

braille rcvg

(ch)n

first

42.A.2



Answers to Lesson 11: Quiz (42.A.3)

Short-form Meaning Short-form Meaning Short-form Meaning ab about *fr friend hm

abv above gd good hmf himself

ac according grt great xs its

acr across imm immediate xf itself

*af after lr letter yr your

afn afternoon ll little yrf yourself

afw afterward m(st) must yrvs yourselves

ag again nec necessary h(er)f herself

ag(st) against o'c o'clock or oclock

myf myself

alm almost pd paid (one)f oneself

alr already p(er)h perhaps (ou)rvs ourselves

al also qk quick (the)mvs themselves

al(th) although sd said (th)yf thyself

alt altogether tgr together dcl declare

alw always cd could dclg declaring

(be)c because (sh)d should rjc rejoice

(be)f before wd would rjcg rejoicing

(be)h behind ei either (con)cv conceive

(be)l below nei neither (con)cvg conceiving

(be)n beneath m(ch) much dcv deceive

(be)s beside s(ch) such dcvg deceiving

(be)t between td today or to-day

p(er)cv perceive

(be)y beyond tn tonight or to-night

p(er)cvg perceiving

*bl blind tm tomorrow or to-morrow

rcv receive

brl braille rcvg receiving

(ch)n children

f(st) first

42.A.3



Lesson 11: Test (42.C.1)

Answer the following questions.

1. What are the three words, when used as parts of words, are governed by the same rules as all the other short-form words only if a consonant or a hyphen follows them? __________ __________ __________

2. Name the special short form for declare when it ends in ing. __________

3. Name the special short form for rejoice when it ends in ing. __________

4. Name the special short form for conceive when it ends in ing. __________

5. Name the special short form for deceive when it ends in ing. __________

6. Name the special short form for perceive when it ends in ing. __________

7. Name the special short form for receive when it ends in ing. __________

Fill in the blank.

8. The short-form words learned to this point have been used only as ____ ____, but, with a few exceptions, short forms can be used as both whole words and parts of words.

9. When in print ing is added to words that have a short form, there may be a temptation in braille to simply add the ing contraction to the short form, but to do so may result in a ________________.

10. When the words after, blind or friend are followed by a vowel, the short forms cannot be used because they then take on the appearance of another ______.

11. What may be unusual to one person may be very common to another. Many of these words have simply developed a traditional braille usage that is familiar to the ________ _______.

Highlight True or False.

12. True or False: Use the short form for quick in expressions like a quick recovery.

13. True or False: The short form for must is not used in he must go.

14. True or False: The contractions to, into, and by should not be joined to short-form words, just as they are to any other word.

15. True or False: Use short-form words to represent all the meanings of a word.

16. True or False: The capitalization of short-form words should follow print.

17. True or False: Use short-form words as parts of words so long as they do not result in a misspelling or obscure recognition of the word.

42.C.1



18. True or False: As parts of words, short-form words must also maintain their original meaning.

19. True or False: Use short-form words as parts of words even if their use would violate a basic contraction rule.

20. True or False: The short form for before cannot be used in hereinbefore because in order to use the be contraction, which is part of the short form, it must be the first syllable of the word.

21. True or False: In general, prefixes cannot be added to short-form words.

22. True or False: In some words, in order to add a suffix, the final e is dropped or the final y is changed to an i. When this happens to a word that has a short form in braille, the short-form word is not used—to do so would result in a misspelling.

23. True or False: When a word ending in an e is changed by the addition of d, as in received, the short-form word is used as it keeps its original meaning.

24. True or False: Do not use short-form words when the words they represent are joined with other words to form solid and hyphenated compound words.

25. True or False: Never divide a short form of a word between lines.

26. True or False: Always spell out a word that can be represented by a short form, even though it might be possible to write a portion of such a spelled out word on one line and the remainder on the next.

27. True or False: Do not use a short-form word if it would cause confusion in pronunciation or difficulty in the recognition of an unusual word.

28. True or False: A division can be made only between a short form and a syllable addition.

29. True or False: Use short-form words to represent an entire word in a proper name only—never just part of a word.

30. True or False: Short forms are never used for whole proper names when they are followed by an apostrophe.

31. True or False: Within titles, common words that have short forms are contracted as usual.

42.C.1



Answer to Lesson 11: Test (42.C.2)

Answer the following questions.

1. What are the three words, when used as parts of words, are governed by the same rules as all the other short-form words only if a consonant or a hyphen follows them? after, blind or friend

2. Name the special short form for declare when it ends in ing. dclg

3. Name the special short form for rejoice when it ends in ing. rjcg

4. Name the special short form for conceive when it ends in ing. (con)cvg

5. Name the special short form for deceive when it ends in ing. dcvg

6. Name the special short form for perceive when it ends in ing. p(er)cvg

7. Name the special short form for receive when it ends in ing. rcvg

Fill in the blank.

8. The short-form words learned to this point have been used only as ____ ____, but, with a few exceptions, short forms can be used as both whole words and parts of words. whole words

9. When in print ing is added to words that have a short form, there may be a temptation in braille to simply add the ing contraction to the short form, but to do so may result in a ________________. misspelling

10. When the words after, blind or friend are followed by a vowel, the short forms cannot be used because they then take on the appearance of another ______. word

11. What may be unusual to one person may be very common to another. Many of these words have simply developed a traditional braille usage that is familiar to the ________ _______. braille reader

Highlight True or False.

12. True or False: Use the short form for quick in expressions like a quick recovery. True

13. True or False: The short form for must is not used in he must go. False, it will be used

14. True or False: The contractions to, into, and by should not be joined to short-form words, just as they are to any other word. False, should be joined

15. True or False: Use short-form words to represent all the meanings of a word. True

16. True or False: The capitalization of short-form words should follow print. True

17. True or False: Use short-form words as parts of words so long as they do not result in a misspelling or obscure recognition of the word. True

42.C.2



18. True or False: As parts of words, short-form words must also maintain their original meaning. True

19. True or False: Use short-form words as parts of words even if their use would violate a basic contraction rule. False, do not use

20. True or False: The short form for before cannot be used in hereinbefore because in order to use thebe contraction, which is part of the short form, it must be the first syllable of the word. True

21. True or False: In general, prefixes cannot be added to short-form words. False, prefixes can be added

22. True or False: In some words, in order to add a suffix, the final e is dropped or the final y is changed to an i. When this happens to a word that has a short form in braille, the short-form word is not used—to do so would result in a misspelling. True

23. True or False: When a word ending in an e is changed by the addition of d, as in received, the short-form word is used as it keeps its original meaning. True

24. True or False: Do not use short-form words when the words they represent are joined with other words to form solid and hyphenated compound words. False, use short-form words

25. True or False: Never divide a short form of a word between lines. True

26. True or False: Always spell out a word that can be represented by a short form, even though it might be possible to write a portion of such a spelled out word on one line and the remainder on the next. False, never

27. True or False: Do not use a short-form word if it would cause confusion in pronunciation or difficulty in the recognition of an unusual word. True

28. True or False: A division can be made only between a short form and a syllable addition. True

29. True or False: Use short-form words to represent an entire word in a proper name only—never just part of a word. True

30. True or False: Short forms are never used for whole proper names when they are followed by an apostrophe. False, are used for whole proper names

31. True or False: Within titles, common words that have short forms are contracted as usual. True

42.C.2

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