workshop 603 transcription early literary materials re… · · 2011-03-17- begin in cell 1 with...

-1-

TRANSCRIPTION OF

EARLY LITERARYMATERIALS

Workshop 603

CTEBVI CONFERENCE

Defining Our Future:A Winning Hand

March 12, 2011

-2-

Introduction

For those here who may have attended Workshop 303 on the"Transcription of Early Elementary Mathematics", some of the material containedin this workshop will be the same. This is because for both literary andmathematics books much of the format is the same.

The transcription of literary materials for early grades is very challenging.

Early educational texts are often full of illustrations, A transcriber mustdecide whether or not to create a tactile graphic, give a description or omit thepicture. There are occasions where any one or all of these methods will be used.

If a transcriber has direct contact with the educator, helpfulrecommendations can be discussed which will assist in the transcription.

Pictures or drawings requiring the student to name an object should beomitted for Kindergarten books. This omission needs to be stated on theTranscriber's Note Page and in the Teacher's Reference Materials.

Whenever possible, for grades 1-3, the transcriber will give a basicdescription of the object using language appropriate for the grade level of thebook.

-3-

Guidelines for the Transcription of Early Educational Materials from Print to Braille

Follow rules set forth in Braille Formats: Principles of Print to Braille Transcription(Braille Formats), unless specified below.

Physical Page Attributes

1. Page Size are changed and restated in the following guideline.

a. Kindergarten: - 11" x 11 1/2" (40 cells across, 25 lines down) - 50 pieces of braille paper - break at a logical spot, i.e. end of section or end of a chapter.

b. First, Second and Third Grades: - 11" x 11 ½" (40 cells across, 25 lines down) - 80 pieces of braille paper- break at a logical spot, i.e. end of section or end of a chapter.

2. Embossinga. Grades K-3: Interpoint or single-sided. (Agency decision)b. Grades K-3: Words are not to be divided between lines.

c. Kindergarten and First Grade: Double-spaced (results in 10 braille lines per page) with the following exceptions:

• Single-space Title page

• Single-space Supplementary Title pages

• Single-space for puzzles

• Single-space spatial problems in math textbooks

• Single-space all Keys

• Single-space all Titles of Tactile Graphics

• Single-space all Charts

• Single-space all Tables

d. Second and Third Grades: Single-space all materials.

-4-

3. Titles and Headings a. The first page of the main body of text in each brialle volume must:

- start with complete book title fully capitalized and centered starting on line 1

- include grade level if indicated in print- series name, subtitle, and edition name centered with initial capitalization- leave one blank line before starting text.

b. Headings within body of the text:- Major headings are centered.- Minor headings are blocked in cell 5

- preceded by a blank line- no blank line is left after the heading.

- Paragraph headings - begin in cell 3 with runovers in cell 1 for indented paragraphs- begin in cell 1 with runovers in cell 1 for blocked paragraphs.

4. Running Heads - Print headers and footers are ignored in braille.- The use of a Running Head is an agency decision.- If your agency uses Running Heads the format is clearly outlined in Braille

Formats.

5. Numeric page numbering a. General

- In textbook format, you show every change of print page.b. If you have:

(i) New print page beginning at the top of a braile page:- new print page number is placed on line 1- ends in cell 40- preceded by 3 blank cells

(ii) New print page ending on last or next-to-last line of braille page:- start next print page at the top of a new braille page.

(iii) New print page within a braille page:- use a page change indicator (dots 36)- stop text where it stops in print- start on a new line- insert a line of unspaced dots 36 followed by the print page number

ending in cell 40- resume text on next line- do not put a page change indicator on the first or last line of the

braille page- no blank line is used before of after the page change indicator,

unless required by other formats.- with double spacing in Kindergarten and First grade material, a blank

line is left only after the page change indicator.

-5-

c. Page numbering followed by the alphabetic page number. - Print page numbers may be identified by numbers and words

(alphabetic). - Both of these representations are to be included in the braille

transcription. - The alphabetic page number is placed on the line below the print page

number.- The line that shows the alphabetic page number consists of the

alphabetic page change indicator (six unspaced dots 36), immediately followed by the alphabetic number.

- When transcribing a double-spaced book, these two lines are single spaced with a blank line above and below.

Examples for Double-Spacing follow:

��

��

��

When using a running head, place the numeric page number on line one and thealphabetic print page indicator (six unspaced dots 36) at the left margin on line two.

��

��

��

When the page changes in the middle of a braille page.

��

��

��

��

-6-

6. Transcriber's notes should be included in all grades as stated below. These notesare to be written in language that reflects the grade level of the book, and are tobe as brief as possible. The guidelines for the content and placement of thesenotes are found in Braille Formats, except as noted below.

a. Kindergarten: A transcriber's note "Ask." should be inserted prior to a tactile graphic. This note will appear in the Teacher's Reference Materials to alert the teacher that the student may need help.

Note to this workshop: This method is still under research and discussion by the ELMP Research Committee so may still undergo some change.

b. Do not use embedded transcriber's notes, including Nemeth materials, for Kindergarten and First Grade.

c. A transcriber's note is needed to:- indicate and explain to the reader an omission, change in format

or addition to the print- indicate an interruption of text- describe pictures- list keys- indicate an uncommon use of a braille symbol

d. Format for transcriber's notes:- placement on braille line is to begin in cell 7 with runovers in cell 5. - notes are to be preceded and followed by the transcriber's note

symbol (dots 6, 3).- transcriber's note symbol must appear on the Special Symbols

page in the braille volume and in the Teacher's ReferenceMaterials.

e. Suggestions for transcriber's notes that might be needed on the Transcriber's Note Page and within the Teachers Reference Materials:(i) Tactile Graphics

Diagrams, maps, and/or graphs that are presented as tactilegraphics.

(ii) Omitted or described pictures for student to identify by name:

a) Kindergarten: "In the volume there are several pages containing pictures for thestudent to identify by name. These pictures are omitted."

b) Grades 1-3: "In the volume there are several pages containing pictures for thestudent to identify by name. These pictures are described."

-7-

(iii) Workbook for which the student will be completing the assignment on an Answer Sheet:- Most of the directions within this book are not appropriate for thebraille reader using an answer sheet to record their answers, asthey will not be writing in the book. - The directions are brailled as they appear in print. - The braille reader will need adapted directions from the VI teacher or paraprofessional.

7. The Special Symbols Page for early educational materials follows Braille Formats.a) Symbols to be listed on the Special Symbols Page

- accent symbol- reference indicators- special typeface indicators other than italic indicator- termination symbol- transcriber's note symbol- pronunciation symbols

b) Also required: - all emphasis indicators- unless dots 46 (�); are used to indicate italicized typeface

specifically, it is to be listed as an emphasis indicator, not italics indicator.

- all symbols are followed by their identifying dot numbers enclosed in parentheses

-8-

Inkprint Pages Bound in the Beginning of each Volume.

Braille Formats states:

"As an aid to the teacher who may not read braille, a typed copy of the Transcriber'snote page(s) may be prepared to accompany each volume in the braille edition."

1. A typed (inkprint) copy of the Title page (and supplemental title page when present) is always included in a braille volume for early ed ucational materials. Following the inkprint title page there are additional inkprint pages that are required. They are entitled Teacher's Reference Materials.

2. The Teacher's Reference Materials should include the following:

- a centered heading which reads: Teacher's Reference Materials

- a print copy of the Special Symbols Page found in each braille volume

- a print copy of the Transcriber's Note Page found in each braille volume

- a listing of each transcriber's note, by print page number, within each volume.

Teacher's Reference Materials

"Teacher's Reference Materials" within each Braille volume, are print pages thatcontain information found on the Special Symbols and Transcriber's Note pages.Transcriber's notes are listed by their print page number. Kindergarten and first grade also include print page numbers that contain tactile graphics.

The purpose of these print pages is to allow the VI teacher to:

- plan the instruction of a special symbol- the preparation of an alternate activity or verbal description- the gathering of models that may be needed- the preparation of additional directions, further explanations etc. that the

student may need because of grade level- his/her presence in the classroom when assistance is necessary

The Teacher's Reference Materials show the classroom teacher, or parent, howthe braille copy differs from the print.

-9-

SAMPLE PAGE

Teacher Reference Materials

Special Symbols Used in This Volume

� Dots 46 italic typeface indicator�� Dots 456, 46 bold typeface indicator�� Dots 456, 12 blue typeface indicator� Dots 456, 1235 red typeface indicator�� Dots 456, 1245 green typeface indicator�� Dots 6, 3 Transcriber's note symbol�� Dots 6, 3 Termination indicator

Transcriber's Notes Page

This volume has been transcribed according to the Braille Formats Principles ofPrint to Braille Transcription 1997,and 2007 Updates.

Note to this workshop: Once the BANA Guidelines for the Transcriptions of Early Educational Materials from Print to Braille is approved, it would be used, and listed in the above paragraph.

Throughout the volume there are several pages containing pictures for thestudents to identify by name. These pictures are omitted.

-10-

Print Notes to Teachers

Page 12The italic indicator is used to indicate the bold letters. When the italic indicator appears in the middle to a word the termination indicator is inserted after the affected letters.

Page a12A transcribers note states: "The letter r is a right curved arrow."

Page 27A transcriber's note states: "Pictures omitted."

Page 28Following is a note explaining crossword puzzle format.

In the crossword puzzle, solid squares are indicated by two cells of dots 123456and open squares by two cells of dots 36. Numbers of squares are brailledwithout the number indicator. The numerals 1-9 are followed by a hyphen.

Page 35The italic indicator is used to show words in bold print.

Page 47A Transcribers Note states: "Pictures omitted."

-11-

Double Spacing

1. When double spacing a document or text, never use more than one blank line. This includes headings and when a blank line is required by Braille Formats.

Exceptions:

- Two blank lines are required between paragraphs of blocked text.

- Two blank lines are required between stanzas in poetry and plays.

- Two blank lines are required wherever there is extra spacing in the flow of printtext.

- Where placement of the first braille line (such as a centered heading, a cell-5 heading, or a list) will not indicate a change to a new paragraph, etc.

- Two blank lines should be included whenever possible between a graphic andthe text surrounding it. However, if the extra blank line would requirepertinent text to be placed on a separate page the extra blank can beeliminated.

-12-

Expendable (Consumable) Material

Expendable materials are those requiring the student to put answersdirectly onto the actual transcribed page.

1. Emboss these materials as single-sided.

2. Leave blank spaces for recording the student's name, class and date. Thisreinforces that all papers the student creates should contain their nameand the date.

3. Double-space those lines in which the student may be drawing a circle,marking an area of a sentence, or filling in a blank.

4. Do not transcribe or score the blank line.

5. Make certain the blank is large enough for the insertion of the answer with a slate and stylus or braille writer.

6. Make certain plenty of space is left in tables and charts for the insertion ofthe answer.

7. Each activity should begin on a new braille page.

8. For homework activities the Name and Date should be included to remindthe student to place his name and date on all answer sheets.

-13-

Emphasis Indicators

1. Kindergartena. All emphasis is omitted. Omissions are to be stated on the print Teacher's Reference Materials page.b. A transcriber's note of explanation is to be written on the Teacher's

Reference Materials page regarding the omission of part-word emphasis.

2. First-Third Gradesa. Highlighted or colored words should be indicated by color indicators.

These indicators must be listed on the Special Symbols Page, bothprint and braille, and on the print Teacher's Reference Materialspage.

�� Dots 456, 12 blue� Dots 456, 1235 red�� Dots 456, 1245 green�� Dots 456, 135 orange�� Dots 456, 13456 yellow�� Dots 456, 12, 1235 brown

b. Insert the color indicator followed by a space before the word.c. Insert the termination symbol, preceded by a blank cell after the word.d. The color symbol, word, and termination sign are never divided between

lines.3. Part-word Emphasis

a. Follow the provisions given in Braille Formats.b. A note should appear on the Teacher's Reference Materials page

explaining the format used.4. Classroom assignments or homework papers

a. A method of underscoring can be used to assist in teaching the concept of typeface indicators and their meaning.

b. This method would be used in classroom related assignments. It would not be used for transcriptions that are registered for purchase.

c. When using this method the word (italics, bold, coloured or underlined) is:- brailled without using any emphasis indicators.- line below the "emphasized" word is blank, except for the spaces

directly below the emphasized word.- beneath the first letter of the emphasized word is the letter b for

bold, I for italics, u for underlines, g for green, r for red, etc.(no letter sign required in this case)

- use dots 14 to underscore the remainder of the emphasized word(s).

-14-

Examples:

Will you clap or play Bingo's pattern as you sing?

��

�� !��

" �#�$

What is it? I really want to know. It is scaring me!

�%�� !� �$ �! �� &'() �� !�

�

��*� +�&

!��

Puzzles

1. Double spaced for Kindergarten and First grade. 2. Single spaces for Second and Third grades.3. It is better to keep the puzzle and the list of descriptions on the same braille

page. If this is not possible a second page will have to be used. A second option is to place the puzzle and the list of descriptions on facing pages.

a) Word Search- Puzzle letter grid is single spaced and does not have letter signs.- The spelling words are not contracted, so that they will look the

same as the word in the puzzle.- Spelling words are listed vertically.

b) Crossword Puzzle- Format used for the crossword puzzle and the transcriber's note will

need to appear on the Teacher's Reference Materials page. For early literary, it is too lengthy to include the TN on the student's braille page.

- Squares must be represented by the following braille symbols.

,, solid or shaded squares�� unnumbered or open squares

-15-

SAMPLES

-19-

�� - � ��) �" �� *!. ��

�� &�� )

��!�� +!��.)��

��!��

/�� . ��

�#�� 0 ��

/�1� �� +!�( ��

2 ��!�� &�� / ��)

��

- Double-spaced for first grade.- Transcriber's note included to state that pictures are omitted. This will be listedon the Teacher's Reference Material page.

-21-

��#��

�� !�� !��

�!�� !��

�/ �/��

��

'� ��

��

��

-22-

��#��

�! 1!� ��!�

1!� ��!��

/3 /�!��

��!��

��!��

!� ��!��

��!

-23-

��#��

��" � # !� � ' ��4. *0)��

��

��

��

��!��

��

��

��

��5

- First grade spelling word lists.- Double spacing forced each list to be on a separate page.- Italic indicator used to show bold letters.- Termination indicator used to terminate bold within a word.- Note is placed on the Teacher's Reference Materials page.- Contracted word is brailled, followed by uncontracted format. Braille Formats for

spelling words.

-24-

The SnowstormHeave-ho,Buckets of snow,

The giant is combing his beard.The snow is as highAs the top of the sky,

And the world has disappeared.By Dennis Lee

�" ��03�+

��4��

��(�� 6 ��0�

�" �!�� !� �� $ ��*�)

�" ��0 !� �!7

� " �� 6" �(��

�2" �� )��*.)

�-��!� ��

-26-

��#�� /

�'�8 ��

#� ��!��!�� !�� !��

+�(!��

�!4!��

��!��

��!�!��

��+!��

��4!��

�!4!��

�+!�!��

��!��

!�!��

��) �"� *� �� . ��4�� 6 ��)

��) �(��!� !� �� !(� &�� !7�9��

�9��)

�:�

-27-

��#�� /

��) �! �+ �� '"�� : � �!� , �� 6 �)

��) �'��'� � : �� 9)

��) �" %�� +��#� � : �� /��)

�/) �'��'� � : �� 2 ��7�)

��/

-29-

��#��

#� ��

#� ��

�� 9 �� ) �� 3*�. �� !��

� �� &3�� '� � ��) �! - ��

'� �� &��)

�� ( �� +� ��#�) ��

�� 4� " ��) �! �( ��

��. '� 6 9 �2�&

��

-30-

��#��

�� 5��

�� !� �� +� ��

�� +��

��+� �� !� �� !�

��5

- The words are uncontracted because spelling in involved.- Part of the activity is to cut, therefore the words were listed in columns

and double spaced.

-32-

�+�(� � ��'� ��

��!�� +!��.)��

�%�� .8

�� *��*� �� / �� 0�� ;��

�� + �#�;

�!�� 6 ��4� �� ;�� + �#� 2

��5 �+ �!��;

�!�� 6 � 3� ;�� #+ �#�;

�%�� 8

��) �� !�� " �! � 6" �� 6"

��)

��) �*�� " 9��!�� 6 ��< �!��

��" �� + �!;�)

��) �+�(� �� &" ��!�� !��)

��) �� !�� &'� �� 6 ��<

��)

��) ��(� � �� " �� 6 ��<

�� !��)

�/) ��1 " 3� ' ��< �� 2 ��

�� =� (�� 2 ��)

��

��

-33-

1. I __________ that little kitten up in the tree.

reallyrememberready

2. Tilly played sidewalk games by __________.

heardhelpherself

3. A little __________ Tilly smiled at Matthew.

laterlastlaugh

4. One day Matthew broke Tilly's __________.

cowcrayoncried

5. The two friends did everything __________.

toldtogethertouch

-34-

��#��

�'�8 ��

��) �! �� (!�� " ��)

��

�+�+��

��

��) ��!�� . �!��( ��+�� )

��*�

��

��/

��) �� !�� +!�. �� +��"�)

��

��3

��7

��

��

- This is a homework activity so "Name" was inserted as a reminder that the student's name is needed.

- Answer choices are listed in cell 3. Braille Formats.

-36-

��#��

�'�8 ��

��! �� * ��( � ��)

�� '� /!1 �'��)

��) �� 6� �!�( �� )

�(

'9

��

��) ��! �� * �� " /!1 5�+��)

��

��

��

��) $�! �!1 � - '��- �� )

��

��(

��

�� /

-38-

��#��

�'�8 ��

�� !� ��

�+�� +�� +�� +��

�/��+��/�

�!�+��+

��+��

��

��

��/��

��!�

��4�

��4��

��

�>��

��4� /��

�+��

��!� ��+��

�� +��

��

��

-39-

��#��

�>�� 0�

�+��

��

/!��

��

��

��/

- Spelling or answer words are not contracted so they will look the same as the word in the grid.

-41-

��#��

,, ,, �� ,, ,,

,, ,, ,, �� ,, ,, �� ,, ,,

,, ,, ,, �� ,, ,, �� ,, ,,

�� ,, �� ,, ,,

�� ,, ,, �� ,, �� ,, ,, ,,

�� ,, ,, /� �� ,,

�� ,, ,, ,, ,, �� ,, ,, ,,

�� ,, ��

+��!��

��

��/

/�+

+�(

��

��

��+

��

��

��

-42-

��#��

��

��) �&(�� +� ��( �*+ �! �� )

��) �� !� �*� &�!4� � � ��0 ��)

�/) �%�� $

��) �� *�� " ��$

��0�

��) �! � �� &� &�� +� +�+)

��) �+� ��3 / �!4�� )

��) �9 �* !� 4 �*� �� )

��) �� . �� +� �� 2 �0 � !�

��)

��

workshop 603 transcription early literary materials re… · · 2011-03-17- begin in cell 1 with...

Documents