Word Contractions Continued LOC Literary Lesson 6...

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Braille Module 23 Part-Word Contractions Continued LOC Literary Lesson 6, Sections 6.2-6.6

Transcript of Word Contractions Continued LOC Literary Lesson 6...

Braille Module 23 Part-Word Contractions Continued LOC Literary Lesson 6, Sections 6.2-6.6

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-1

Braille Module 23 Part-Word Contractions Continued

LOC Literary Lesson 6.2-6.6

Summary

Goal(s): The goal is for the students to gain an understanding of the part-word contractions and application of specific

braille rules.

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

By the end of this module, students should

be able to:

BS23.1: Understand the application of Literary Braille Code for the part-word contractions for ble and ing at the beginning of a word.

BS23.2: Know about retaining the usual

braille form of a base word.

BS23.3: Understand the application of Literary Braille Code for the part-words standing alone.

BS23.4: Demonstrate proficiency in the

choice between alternative contractions.

BS23.5: Understand the application of

Literary Braille Code for syllabication.

BS23.6: Review and test on ble and ing at the beginning of a word, retaining the usual braille form of a base word, part-words standing alone, choosing between

alternative contractions, and syllabication.

Instructor:

Braille instructor

Delivery Method(s):

Lecture

Classroom reading Discussion One-on-one reading Hands on

Length:5 hours Six topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson6.2 with EBAE XII.38.a Lesson6.3with EBAE X.34.b(1) Lesson6.4 with EBAEXII.38.d Lesson6.5 with EBAEX.35 Lesson6.6 with EBAEI.5.a

Take Away Message(s): Focusing on the literary rules is very important. Searching for updates through available agencies will help you to stay informed. You will continually build on the foundation you started at the beginning of this course. Endure the process with a good attitude and you will be a successful career braille transcriber.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-2

Instructor Preparation

Title of Module: Part-Word Contractions Continued

The purpose of this module is for students to learn more rules concerning the part-word contractions for ar, ed, er, gh, ow, ble, and ing. The students will also study choosing between alternative contractions and syllabication. This module will allow the students to continue the practice proofreading. The students will review and be tested on the information found in Lesson 6.2-6.6.

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

Topic: Part-Word Contractions for ar, ed, er, gh, ow, ble, and ing Time Allotted: 5 hours

A. Part-Word Contractions for ble and ing at the Beginning of a Word

(10 minutes)

B. Retaining the Usual Braille Form of a Base Word

(10 minutes)

C. Partial Words Standing Alone

(10 minutes)

D. Choosing Between Alternative Contractions

(30 minutes)

E. Syllabication

(3 hours)

F. 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 6.2-6.6: Worksheet 1 (23.E.1), Answers to Lesson 6.2-6.6: Worksheet 1 (23.E.2), Lesson 6.2-6.6: Worksheet 2 (23.E.3), Answers to Lesson 6.2-6.6: Worksheet 2 (23.E.4), Lesson 6.2-6.6: Test (23.F.1), Answers to

Lesson 6: Test (23.F.2) (One copy of answer sheets)

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

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-3

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 chalk and erasure board ready for use.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-4

Curriculum Content

A. Part-Word Contractions for ble and ing at the Beginning of a Word

(10 minutes)

Objective BS23.1: Understand the application of Literary Braille Code for the part-word

contractions for ble and ing at the beginning of a word.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 6.2and EBAE XII.38.a pertaining to the part-

word contractions for ble and ing at the beginning of a word.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 6.2and EBAE XII.38.a about the

restriction on using the part-word contractions for ble and ing at the beginning of a word.

Some reminders to the students:

“Always remember that the contractions for ing and ble can never be used at the

beginning of a word. This restriction avoids confusing these signs with other braille

characters, such as the number indicator and the plus sign. They are used in the

middle or the end of a word and when they are hyphenated in a word that is

divided.”

B. Retaining the Usual Braille Form of a Base Word (10 minutes)

Objective BS23.2: Know about retaining the usual braille form of a base word.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 6.3 and EBAE X.34.b(1) pertaining to the retaining of the usual braille form of the base word.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 6.3and EBAE X.34.b(1) about

retaining the usual braille form of the base word.

Some reminders to the students:

“Never alter the usual base form of a word. You will always want to keep the usual

form of the base word pure. That is, whenever there is a word that contains a

contraction you will seek to keep the word in its original form and use or not use

the contraction per the rules of the LOC Manual. Remember a contraction is not

used if it would result in an alteration of the usual braille form of a base word.”

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-5

C. Part-Words Standing Alone (10 minutes)

Objective BS23.3: Understand the application of Literary Braille Code for the part-words

standing alone.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 6.4 and EBAE XII.38.d pertaining to part-word

signs standing alone.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 6.4and EBAE XII.38.d about part-

word signs standing alone.

Some reminders to the students (write the list on the board):

Remember that these contractions can be used as:

to represent the proper name Ed the abbreviation Ed. (editor) the vocal sound of hesitation er the exclamation ow.

Therefore, you will use the contractions.”

D. Choice Between Alternative Contractions (30 minutes)

Objective BS23.4: Demonstrate proficiency in the choice between alternative contractions.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 6.5 and EBAE X.35 pertaining to the choice

between alternative contractions.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 6.5and EBAE X.35 about the choice

between alternative contractions.

Some reminders to the students (write the numbered list on the board):

“Remember! Remember! Remember! Save space. You will always use contractions

or combinations of contractions that saves the greater amount of space.

However, when there is a situation that there will be an equal amount of cells used you will always give preference to the part-word contractions for and, for, of, the, and with.

We will learn the hierarchy for choosing between contractions.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-6

Read and discuss hierarchy for choosing between contractions.

1. Do rules allow for both contractions to be used in this situation? If both contractions are allowed to be used according to braille rules, go on to 2. If only one contraction is allowed to be used based on the rules of braille, use it.

2. Which contraction saves the most amount of space? If both save the same amount of space, go on to 3. If one saves more space than the other, use it.

3. Is the contraction for and, for, of, the, or with one of the contractions from which to choose? If yes, it is chosen over all the contractions.

More will come later as more contractions are learned.

Some questions for the students (write the sentences on the board):

Question: Would you use the er contraction in the sentence:

“Get ‘er done!”?

Answer: yes

Question: Would you use the ed contraction in the sentence:

“Everest and Ed went to the circus Saturday.”?

Answer: yes

Question: Would you use the ow contraction in the sentence:

Sherry screamed really loud, “OW! I hurt my toe!”?

Answer: yes

Question: Would you use the ed contraction in the sentence?

“He signed his name as James C. Fields, Ed. because he’s the editor of the

Hot Spot newspaper.”

Answer: yes

In all these sentences you will use the contractions.

E. Syllabication (3 hours)

Objective BS23.5: Understand the application of Literary Braille Code for syllabication.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-7

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 6.6 pertaining to syllabication. They will also be

familiar with Drill 19.

You will need copies of: Lesson 6.2-6.6: Worksheet 1 (23.E.1), Answers to Lesson 6.2-6.6: Worksheet 1 (23.E.2), Lesson 6.2-6.6: Worksheet 2 (23.E.3) and Answers to Lesson 6.2-6.6: Worksheet 2 (23.E.4).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 6.6and EBAE I.5.a about syllabication.

Some reminders to the students (write the definitions on the board):

“Here are some helpful hint definitions to help you understand the rules for

syllabication.

Plurals: Designates more than one of the things specified.

Nouns: A person, place, thing, quality, or action.

Verbs: A word that expresses action or being.

Past tense: An action that was going on at some particular time in the past.

Formed by using was or were and adding –ing to the verb.

Adjectives: which one? what kind? or how many?

Participles: Part verb and part something else, but it’s used as an adjective.

Past participles of regular verbs: Consist of a verb plus –d or –ed.

Present participles of regular verbs: Can consist of a verb plus ing.

Remember the past tense and the past and present participles of regular verbs

cannot be found in the dictionary. Therefore, the inexperienced transcriber may

have some difficulty in deciding how to divide these words into syllables. Seek help

when needed.”

Take turns as a class to read the braille (embossed) answers to Drill 19 from the Drill book. This will help the students to get a visual idea of reading the embossed copy.

Some reminders to the students:

“By now you should be much better at reading out loud. Keep practicing and you

will succeed.

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

someone else is reading.”

Next students will complete Drill 19 on Page 6-7 using Perky Duck.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-8

Some reminders to the students before they transcribe Drill 19:

“By now you have learned quite a few rules. Look up the rules whenever you have

a question.

Sometimes we gain other knowledge as we are learning to braille. Language class was a long time ago for some of us and we have forgotten the different definitions and such. It is a good idea to look up words or phrases when needed to

understand how to make the transcription easer for the braille reader.

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.

The instructor will hand out the Lesson 6.2-6.6: Worksheet 1 (23.E.1). This worksheet was created for the students to practice their knowledge of reading 12 complete sentences in simulated braille and looking for all the contractions the student has learned up to this point. First the students will take turns reading this exercise with another student. Then they write the words out in longhand over the simulated braille. An

answer key is included.

The instructor will hand out the Lesson 6.2-6.6: Worksheet 2 (22.E.3). This worksheet was created for the students to search for the contractions learned in this lesson. The students will proofread each braille sentence and highlight each braille cell that is incorrect. An answer key is included. Allow time to go over the worksheet and answer questions.

F. Review and Test (1 hour)

Objective BS23.6: Review and test on ble and ing at the beginning of a word, retaining

the usual braille form of a base word, part-words standing alone, choosing between

alternative contractions, and syllabication.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with sections 6.2-6.6.

You will need the following handouts: Lesson 6.2-6.6: Test (23.F.1) and Answer to Lesson 6.2-6.6: Test (23.F.2).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

Review Lesson 6.2-6.6 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

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-9

that will be on the test. Allow the students to ask any questions pertaining to the context

of LOC Manual: Lesson 6.2-6.6.

The instructor will pass out the Lesson 6.2-6.6: Test (23.F.1) to each student. This test

consists of filling in the blanks and True or False. An answer key is included.

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.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge acquired over Lesson: 6.2-6.6 of the Instruction Manual for Braille Transcribing Fifth Edition, 2009. It is expected that the students will fully grasp the rules for is section.

The instructor will assess the student’s ability to grasp the ble and ing at the beginning of

a word, retaining the usual braille form of a base word, part-words standing alone,

choosing between alternative contractions, and syllabication. Through the worksheets and

test the instructor will be able to see areas they will need help with.

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-10

Braille Module 23 Part-Word Contractions Continued LOC Literary Lesson 6, Sections 6.2-6.6 Handouts and Answer Sheets

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-11

Lesson 6.2-6.6: Worksheet 1 (23.E.1) First take turns reading this exercise with another student. Then write the words out in longhand over the simulated braille.

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23.E.1

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-12

Answers to Lesson 6.2-6.6: Worksheet 1 (23.E.2)

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

1. The profit from the scandal was an out-and-out lie as we had to go to prison.

2. Her 1st husband, Will and her daughter, Mary bought her chrysanthemums.

3. The Chief took the golden goblet as the whole crowd hushed.

4. Ed and Edna are twins that live on 1st Street.

5. Amy's 4th grandchild has the freedom to come and go as he pleases.

6. The tough times in my life have made me bolder, stronger, and able to deal with

different issues.

7. The giant oak tree withered and fell apart after the big storm.

8. Kassy soothed her brother as he mumbled in his sleep.

9. God talks to us in the tried and tested Bible.

10. Edelweiss is a lovely flower I saw blooming in Switzerland.

11. Arkansas is a state that has a lot of sights Ginger would like to visit.

12. My hound-dog, Percy, whimpers when bigger dogs look at him.

23.E.2

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-13

Lesson 6.2-6.6: Worksheet 2(23.E.3)

Proofread each sentence and highlight each braille cell that is incorrect.

1. Terry had a blemish on her face shaped like a tuberose.

2. The president had a party in Washington.

3. Mimmi mumbled, “Er—I have a nosebleed.”

4. Bathsheba liked to bathe in the marble tub on her rooftop.

5. Brother Kane makes very good Energizer Mix.

6. Rae had long hair that she kept braided.

7. Mickey at the gas station is showing his crooked side as he took my change.

8. Kate went up in the hot-air balloon obeying, though she was scared.

9. When we go shopping at the mall without mom we are being tested for maturity.

10. Dad raced as he shaved, brushed his hair, and ran out the door.

23.E.3

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-14

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23.E.3

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-15

Answers to Lesson 6.2-6.6: Worksheet 2 (23.E.4)

Proofread each sentence and highlight each braille cell that is incorrect.

1. Terry had a blemish on her face shaped like a tuberose.

2. The president had a party in Washington.

3. Mimmi mumbled, “Er—I have a nosebleed.”

4. Bathsheba liked to bathe in the marble tub on her rooftop.

5. Brother Kane makes very good Energizer Mix.

6. Rae had long hair that she kept braided.

7. Mickey at the gas station is showing his crooked side as he took my change.

8. Kate went up in the hot-air balloon obeying, though she was scared.

9. When we go shopping at the mall without mom we are being tested for maturity.

10. Dad raced as he shaved, brushed his hair, and ran out the door.

1. Cannot use “ble” in the beginning of the word blemish and can contract “er” in her.

2. Use “ing” contraction in Washington. It will fit on line 1.03.

3. Cannot use “ble” in nosebleed.

4. Use “the” contraction in bathe.

5. Use “the” contraction in brother.

6. Use “ed” contraction in braided.

7. Use “ed” contraction in crooked.

8. Use “ing” contraction in obeying.

9. Use “ing” contraction in shopping.

10. Use “out” contraction.

23.E.4

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-16

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23.E.4

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-17

Lesson 6.2-6.6: Test (23.F.1)

Answer True or False to the following sentences.

1. I can use the ow contraction for the exclamation ow. True False

2. I can use the ble contraction in the word pitchblend. True False

3. I cannot use the ble contraction in the word blemish. True False

4. I can use the ed contraction for the abbreviation Ed. True False

5. I can use the ing contraction in the word ingot. True False

6. I cannot use the ble contraction in the word unblemished. True False

7. I cannot use the ing contraction in the word ingenuous. True False

8. I cannot use the ed contraction for the proper name Ed. True False

9. I cannot use the er contraction for the vocal sound of hesitation er. True False

10. Adding ed or d to a verb to form the past tense does not add a new syllable.

True False

11. I can divide the word “caused” because it is one syllable. True False

12. When er or est is added to adjectives to form the comparative or superlative, this

always results in an additional syllable. True False

13. When ing is added to a verb to form the present participle, it does not result in an

additional syllable. True False

Name the contractions you would use in the following words.

14. soothed

15. brother

16. marbled

17. withered

18. tumbler

19. northern

20. bathes

23.F.1

PROFITT Curriculum Module # 23—Part-Word Contractions Continued

Braille Module 23-18

Answers to Lesson 6.2-6.6: Test (23.F.2)

Answer True or False to the following sentences.

1. I can use the ow contraction for the exclamation ow. True False Rule: 6.4

2. I can use the ble contraction in the word pitchblend. True False Rule: 6.3

3. I cannot use the ble contraction in the word blemish. True False Rule: 6.3

4. I can use the ed contraction for the abbreviation Ed. True False Rule: 6.4

5. I can use the ing contraction in the word ingot. True False Rule: 6.2

6. I cannot use the ble contraction in the word unblemished. True False Rule: 6.3

7. I cannot use the ing contraction in the word ingenuous. True False Rule: 6.3

8. I cannot use the ed contraction for the proper name Ed. True False Rule: 6.4

9. I cannot use the er contraction for the vocal sound of hesitation er. True False Rule: 6.4

10. Adding ed or d to a verb to form the past tense does not add a new syllable.

True False Rule: 6.6a

11. I can divide the word “caused” because it is one syllable. True False Rule: 6.6a

12. When er or est is added to adjectives to form the comparative or superlative, this

always results in an additional syllable. True False Rule: 6.6b

13. When ing is added to a verb to form the present participle, it does not result in an

additional syllable. True False Rule: 6.6c

Name the contractions you would use in the following words

14. Soothed the

15. Brother the

16. marbled ar, ble

17. withered with, er, ed

18. tumbler ble

19. northern the

20. bathes the

23.F.2