one cell whole word contractions loc lesson 4,...

Braille Module 15 One Cell Whole-Word Contractions LOC Lesson 4, Sections 4.1-4.2

PROFITT Curriculum Module # 15 — One-Cell Whole Word Contractions

Braille Module 15-1

Braille Module15

One Cell Whole-Word Contractions LOC Lesson 4.1-4.2

Summary

Goal(s): The goal is for the students to gain an understanding of the one cell whole-word contractions (alphabet contractions) in general and the words

pertaining to these contractions.

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

By the end of this module, students should

be able to:

BS15.1: Know the symbols and rules for transcribing one cell whole-word

contractions.

BS15.2: Know the rules for transcribing one cell whole-word contractions with an apostrophe, hyphen, and slash. The students will also learn capitalization when using these contractions.

BS15.3: Demonstrate knowledge of the one cell whole-word contractions. BS15.4: Increase speed of recall of braille symbols.

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 4.1 Lesson 4.2 with EBAE XI.36

Take Away Message(s): The motto for a braille student is “but can do.” In this lesson you are beginning to learn braille contractions. Remember that contractions are to save space and to facilitate reading. You will not be able to use contractions every time they occur. Therefore, you will need to study and know the rules and how they apply to each circumstance. Each lesson builds upon the past lesson, so take the time now to build a strong braille foundation.


Braille Module 15-2

Instructor Preparation

Title of Module: One Cell Whole-Word Contractions

The purpose of this module is for students to demonstrate their knowledge of the one cell whole-word contractions. They will also continue the process of structuring. This module will allow the students to continue the practice of proofreading.

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

Topic: Literary Lesson 4.1-4.2 Time Allotted: 5 hours

A. One Cell Whole-Word Contractions (1.5 hours)

B. One Cell Whole-Word Contraction Rules (1.5 hours)

C. One Cell Whole-Word Contraction Exercise (1 hour)

D. Braille Bingo (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 4: Contraction List (15.A.1), Lesson 4: Quiz (15.A.2), Answers to Lesson 4: Quiz (15.A.3), Lesson 4.1-4.2: Worksheet 1 (15.B.1), Answers to Lesson 4.1-4.2: Worksheet 1 (15.B.2), Lesson 4.1-4.2:Worksheet 2 (15.B.3), Answers to Lesson 4.1-4.2: Worksheet 2 (15.B.4), and BINGO Questions (Lessons 3-4) (15.C.1) (one

copy of answer sheets), one copy of Braille Bingo Ribbons (15.D.2)

6. A copy of the Contraction Chart and answers

7. You will need a copy of Lesson 4 flashcards (Les4Flashcards.docx).

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

9. You will need copies of: magazines and newspapers.

10. You will need BINGO cards for the students.


Braille Module 15-3

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 4 and materials for the students to make their own.

3. Have chalk and eraser board ready for use.


Braille Module 15-4

Curriculum Content

A. One Cell Whole-Word Contractions (1.5 hours)

Objective BS15.1: Know the symbols and rules for transcribing one cell whole-word

contractions.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with Lesson 4.1 about the one cell whole-word contractions in general and Lesson 4.2 and EBAE XI.36 about one cell whole-word contractions (alphabet

contractions).They will also be familiar with Drill 12.

The instructor will pass out the Lesson 4: Contractions List AFTER the students have taken the

quiz and completed the section for the flashcards.

You will need copies of: Lesson 4: Contraction List (15.A.1), Lesson 4: Quiz (15.A.2)

and Answers to Lesson 4: Quiz (15.A.3).

You will need a copy of Lesson 4 flashcards (Les4Flashcards.docx).

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

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The quiz is an inquiry to the knowledge of the students prior to studying Lesson 4 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 4. The directions

for the quiz are to fill in the table with the contractions from lesson 4.

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

characters from lesson 4.

The instructor will use the classroom flashcards for Lesson 4. The flashcards for Lesson 4

introduces one-cell whole-word contractions (alphabet contractions). 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 can be nicknamed the “but-can-do list”. Spend time memorizing the contractions. You will be learning different types of contractions that will be grouped together for several more lessons. Each group of contractions has a “name”. Remember the “name” of this group of contractions is ONE CELL WHOLE-

WORD CONTRACTIONS. Another name is Alphabet contractions.


Braille Module 15-5

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

help you to memorize the contractions quicker.”

If time permits you may also want to review the flash cards from Lesson 3.

Have the students make their flashcards for Lesson 4 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 4.1 about contractions in

general.


“A braille contraction is a way to shorten a word for the braille reader. The reason to

shorten words is to increase reading speed and understanding and to save space. The

less distance the finger has to travel to understand what the word is the faster the blind

reader can understand what they are reading. Remember that one cell whole-word

contractions can be used only if the word stands by itself.”

Next the students will read and discuss LOC Manual: Lesson 4.2 and EBAE XI.36 about one-

cell whole-word contractions (alphabet contractions).

Take turns as a class to read the braille (embossed) answers to Drill 12 from the Drill book.

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


“Whenever you read from a simulated or embossed copy you will say the character of every cell, such as punctuation marks, number indicators, blank cell, etc. This will help you to catch any mistakes. This practice will help you when you get to proofreading

your manuscript.

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

someone else is reading.”

Next students will complete Drill 12 on Page 4-2 using Perky Duck.

Some reminders to the students before they transcribe Drill 12:

Highlight all the contractions in the sentences for Drill 12. This will help you to visualize the contractions easily. Write the alphabet contraction over the word to which it

pertains. This will help you to braille speedily.

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

own work before handing it to someone else to proofread.


Braille Module 15-6

Challenge each other as you proofread for one another. See how many contractions the other transcribers have missed. Encourage each other to memorize these contractions

through the use of the flashcards.

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.

B. Continued One Cell Whole-Word Contractions Rules (1.5 hours)

Objective BS15.2: Know the rules for transcribing one cell whole-word contractions with an

apostrophe, hyphen, and slash. The students will also learn capitalization when using these

contractions.


The instructor will be familiar with LOC Manual: 4.2a-4.2d. Lesson 4.2a, EBAE XI.36.b and

XI.36.c covers one-cell whole-word contractions with an apostrophe. Lesson 4.2b covers one

cell whole-word contractions with hyphens. Lesson 4.2c and the BANA Update (page L26)

cover one cell whole-word contractions with slashes. Lesson 4.2d covers one cell whole-word

contractions with capitalized letters. They will also be familiar with Drill 13.

The instructor will also be familiar with Appendix C in the back of the LOC Manual in order to

explain this reference to the students.

Each Student will need a copy of the BANA Braille Codes Update, 2007.

You will need copies of: Lesson 4.1-4.2: Worksheet 1 (15.B.1), Answers to Lesson 4.1-4.2: Worksheet 1 (15.B.2), Lesson 4.1-4.2: Worksheet 2 (15.B.3) and Answers to

Lesson 4.1-4.22: Worksheet 2 (15.B.4).

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

Each student will need a copy of the Contraction chart. The instructor will have a copy of

the Answers to the Contractions Chart (Contractionschart.xls).


As a class the students will read and discuss Lesson 4.2a, EBAE XI.36.b and XI.36.c about one

cell whole-word contractions with an apostrophe.


Remember that you can only use these contractions with an apostrophe in the words listed in this section. You can also use them in proper names. Do not use these contractions when they are PRECEEDED by an apostrophe.


Braille Module 15-7

As a class the students will read and discuss Lesson 4.2b about one cell whole-word

contractions with hyphens.


Remember these words maintain their integrity when joined to a hyphen, so the contractions are used only when they represent a whole word. These contractions are

not used in syllabicated words or to form parts of words.

As a class the students will read and discuss Lesson 4.2c and the BANA Update (page L26) about one-cell whole-word contractions with slashes.


Always be on the lookout for updated braille rules, and then apply them to your situation. Mark the changes in the Manuals that apply. This will allow you to have quick references to these changes and will help you to keep up with these modifications of the rules.

As a class the students will read and discuss Lesson4.2d covers one-cell whole-word contractions with capitalized letters.


Remember that the contractions refer to words and need to be treated as words when they appear in print as double capitalized. Therefore, you will have to use the double

capitalization when they appear that way in print.

The letters A, I, and O only require a single capital letter indicator because they are single letter words.

Take turns as a class to read the braille (embossed) answers to Drill 13 from the Drill book.

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

Remember to say the character of every cell, such as punctuation marks, number

indicators, blank cell, etc. This will help you to catch any mistakes.

Next students will complete Drill 13 on Page 4-3 using Perky Duck.

Some reminders to the students before they transcribe Drill 13:

In this section you will look for the alphabet contractions when they are with an apostrophe, when they are with hyphens, and when they are with slashes. You will also

look for the contractions when they are fully capitalized and apply the appropriate rules.

Remember to thoroughly structure your print copy prior to transcription. Proofread your own work before handing it to someone else to proofread.


Braille Module 15-8

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 4.1-4.2: Worksheet 1 (15.B.1). This worksheet was created for the students to practice their knowledge of reading 10 complete sentences in simulated braille and looking for one cell whole-word contractions. An answer key is included.

The instructor will hand out the Lesson 4.1-4.2: Worksheet 2 (15.B.3). This worksheet was created for the students to search for the one cell whole-word contractions learned in this lesson. The students will read the sentences and highlight all the contractions found from this lesson. Allow time to go over the worksheet and answer questions.

As a class they will review Appendix C in the back of the LOC Manual. Appendix C is a list of

typical and problem words. This helpful tool is available to each student at their fingertips. It

is invaluable as they begin their journey into the world of braille contractions.

The instructor will hand out a copy of the Contractions Chart to each transcriber. Please

allow time to go over this chart and allow for questions. The Contractions Chart will be used

for Lessons 4-11. This chart has every contraction used in this manual. Please remind the

students to keep this chart to fill in the answers for the following lessons.


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.

C. Search for One Cell Whole-Word Contractions (1 hour)

Objective BS15.3: Demonstrate knowledge of the one cell whole-word contractions.


The instructor will be familiar with Lesson 4 concerning one cell whole-word contractions.

You will need copies of: magazines and newspapers.


The instructor will allow the students to pick out a magazine or a newspaper article to

structure. The students will look for and highlight the words that contain the one cell whole-

word contractions. They will write the one cell whole-word contractions over the words they

find. Set aside 30 minutes for the students to find these contractions.



Braille Module 15-9

Select an article in a magazine or newspaper for you to structure. The contractions you

will be looking for are one cell whole-word contractions or alphabet contractions.

Highlight these contractions and write the one-cell whole-word contractions over the

appropriate word and the rule. When you have completed this activity you will present

to the class your findings.

When they have finished with the part of a text they have chosen they are to take turns at the

board and write out the sentences they found. They are to show the class the contractions

they used.

ASSESSMENT

This activity will help the student to test their knowledge of the rules pertaining to these

contractions.

D. Braille Bingo (1 hour)

Objective BS15.4: Increase speed of recall of braille symbols.


The instructor will be familiar with Lessons 3-4 of the LOC Manual and the instructions for the

BINGO game.

You will need a copy of the BINGO Questions (15.D.1) for Lessons 3-4.

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 may want to make Braille BINGO Ribbons (15.D.2) printed on card stock paper for

the winners.


The Braille Bingo game allows the students to review the rules for this lesson. This module

covers Lessons 3 and 4. 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 3 and 4 prior to playing the game.

Pass out 1 or 2 BINGO cards to each student.

The instructor will ask the students a question from the list and the students will raise

their hand to answer the question.


Braille Module 15-10

o If the question is answered correctly the instructor will draw a number and call it

out.

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

question 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.

Frequently Asked Questions

1. Why do we need to learn all the contractions and their rules when there is software to

translate materials more accurately and faster?

ANSWER: Transcribers often need to be able to braille using a braillewriter or a slate and stylus – to put labels on graphics; to braille a birthday card; to send a short note to the recipient of the book he/she is brailling. Also, the more employable transcribers are those who can braille math and science books, music books, and books with tactile graphics. All of these advanced transcriptions often require the use of six-key entry rather than translation software.

2. Why is there a contraction for “knowledge?” That’s not a very common word.

ANSWER: The decision as to which words or letter combinations would be braille contractions was made in a period when the majority of braille materials were religious. The Bible was the most common braille book available so contractions were based on the letter combinations most often found in the Bible. Some typical Biblical contractions not used frequently today include: spirit, lord, thyself, deceive, rejoice, etc. These words continue to appear often in

religious materials.

3. Why do we need to know how to divide words between lines, and the rules for the use of

contractions in divided words?

Answer: Because in the rare instance that you will have to do this, it is important you know

how. Occasionally, you may divide words when producing tactile graphics, where space is

tight, or in some instances the production method will require hyphenation to correct errors.



Braille Module 15

One Cell Whole-Word Contractions LOC Lesson 4, Sections 4.1-4.2 Handouts and Answer Sheets



Lesson 4: Contraction List (15.A.1)

b but b c's can's

c can c c't can't

d do d p's people's

e every e s's so's

f from f t'd that'd

g go g t'll that'll

h have h t's that's

j just j w's will's

k knowledge k x'd it'd

l like l x'll it' ll

m more m x's it's

n not n y'd you'd

p people p y'll you'll

q quite q y're you're

r rather r y've you've

s so s

t that t

u us u

v very v and &

w will w for =

x it x of (

y you y the !

z as z with )

15.A.1



Lesson 4: Quiz (15.A.2) Fill out the following table with the one cell whole-word contractions from Lesson 4.

Alphabet Word 1. a a

2. b but

3. c

4. d 5. e 6. f 7. g 8. h 9. i 10. j 11. k 12. l 13. m 14. n 15. o 16. p 17. q 18. r 19. s 20. t 21. u 22. v 23. w 24. x 25. y 26. z 27. = 28. ( 29. ! 30. ) 31. &

15.A.2



Answers to Lesson 4: Quiz (15.A.3)

Fill out the following table with the one cell whole-word contractions from

Lesson 4.

Alphabet Word

1. a a a

2. b b but

3. c c can

4. d d do

5. e e every

6. f f from

7. g g go

8. h h have

9. i i i

10. j j just

11. k k knowledge

12. l l like

13. m m more

14. n n not

15. o o o

16. p p people

17. q q quite

18. r r rather

19. s s so

20. t t that

21. u u us

22. v v very

23. w w will

24. x x it

25. y y you

26. z z as

27. = for

28. ( of

29. ! the

30. ) with

31. &

and

15.A.3



Lesson 4.1-4.2: Worksheet 1 (15.B.1) First take turns reading this exercise with another student. Then write the words out in longhand over the simulated braille.

1.01 °°#A4°,T'LL°BE°THE°LAST°TIME°Y'RE°INVIT-

1.02 ED°TO°G°OUT°TO°EAT°WITH°U6°°°°°°°°°°°°°°

1.03 °°#B4°,MR4°,PEOPLES°W°L°SOME°M°OF°YOUR°°

1.04 STRAWBERRY°PIES4°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,T'S°ALL°FOR°NOW1°B°Y'LL°H°ANOTHER

1.06 CANOPY°WHEN°THE°NEW°SHIPMENT°COMES°IN4°°

1.07 °°#D4°,WHEN°X°COMES°TO°THE°ALARM°E°NOW°°

1.08 AND°THEN°X'D°G°OFF1°B°WE°J°H°TO°IGNORE°°

1.09 X4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.10 °°#E4°,US_/WE°C'T°G°TO°THE°ZOO°AFTER°°°°

1.11 LUNCH4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.12 °°#F4°,I°HAVEN'T°BEEN°TO°THE°GYM°IN°Q°A°

1.13 LONG°TIME°AND°T'S°A°FACT6°°°°°°°°°°°°°°°

1.14 °°#G4°,SHELLEY°CANNOT°HIT°THE°NOTES°FOR°

1.15 DO°AND°SO1°B°E°OTHER°NOTE°SOUNDS°GOOD4°°

1.16 °°#H4°,MAMA°AND°,PAPA°FILLED°OUT°THEIR°°

1.17 WILLS°AND°LEFT°EVERYTHING°TO°,THOMAS°,M4

1.18 °°#I4°,TERI°WAS°S°MAD°SHE°TOLD°,TIM1°°°°

1.19 8,,Z°,,Y°,,L°,,X1°,,S°,,X°,,W°,,BE60°°°°

1.20 °°#AJ4°,D'YOU°H°,MRS4°,R°FIX°YOUR°NEW°°°

1.21 HAIR-D°FOR°THE°,W°,RODGERS°BANQUET8°°°°°

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

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

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

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

15.B.1



Answers to Lesson 4.1-4.2: Worksheet 1 (15.B.2)

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

out in longhand over the simulated braille.

1. That’ll be the last time you’re invited to go out to eat with us!

2. Mr. Peoples will like some more of your strawberry pies.

3. That’s all for now, but you’ll have another canopy when the new shipment comes in.

4. When it comes to the alarm every now and then it’d go off, but we just have to ignore it.

5. Us/we can’t go to the zoo after lunch.

6. I haven’t been to the gym in quite a long time and that’s a fact!

7. Shelley cannot hit the notes for do and so, but every other note sounds good.

8. Mama and Papa filled out their wills and left everything to Thomas More.

9. Teri was so mad she told Tim, “AS YOU LIKE IT, SO IT WILL BE!”

10. D’you have Mrs. Rather fix your new hair-do for the Will Rodgers banquet?

15.B.2



Lesson 4.1-4.2: Worksheet 2 (15.B.3)

Highlight all the contractions you can find in the following sentences.

1. Will that politician lose?

2. He may eat it, but he will probably not like it very well.

3. Let us have more food.

4. As You Like It is a fun play.

5. Can you see that?

6. He will play “do, re, mi, fa, so, la, ti, do” on a piano.

7. Will will make a will next week.

8. Knowledge is important.

9. I can go, but William cannot go.

10. Just wait! It may make it back soon.

11. I like but-can-do symbols.

12. It’s not that easy!

13. William will/won’t play piano?

14. He can/will eat macaroni salad?

15. My do-it file is very big.

16. Janet can’t make it until noon.

17. You’d rather not go?

18. Will’s a can-do type, unlike my aunt.

19. That dog acts very people-like.

20. Mr. People’s tools may seem quite primitive.

15.B.3



Answers to Lesson 4.1-4.2: Worksheet 2 (15.B.4)

Highlight all the contractions you can find in the following sentences.

1. Will that politician lose?

2. He may eat it, but he will probably not like it very well.

3. Let us have more food.

4. As You Like It is a fun play.

5. Can you see that?

6. He will play “do, re, mi, fa, so, la, ti, do” on a piano.

7. Will will make a will next week.

8. Knowledge is important.

9. I can go, but William cannot go.

10. Just wait! It may make it back soon.

11. I like but-can-do symbols.

12. It’s not that easy!

13. William will/won’t play piano?

14. He can/will eat macaroni salad?

15. My do-it file is very big.

16. Janet can’t make it until noon.

17. You’d rather not go?

18. Will’s a can-do type, unlike my aunt.

19. That dog acts very people-like.

20. Mr. People’s tools may seem quite primitive.

15.B.4



BINGO (15.D.1)

Questions: Lesson 3

1. What is the heading to Lesson 3?

Answer: Quotation Marks, Apostrophe, Parentheses, Brackets, Adjacent Punctuation, Double (Omission) Dash, and Slash

2. What is the dot formation for the apostrophe?

Answer: Dot 3

3. What is the dot formation for the opening double quotation mark?

Answer: Dots 236

4. True or False: Quotation marks should be brailled as they appear in print.

Answer: True

5. What is the dot formation for the closing single quotation mark?

Answer: Dots 356, 3

6. What is the dot formation for the opening single quotation mark?

Answer: Dots6, 236

7. True or False: If double and single quotation marks are reversed throughout an entire print work (that is, the single quotes are used as the outer quotation marks and the double quotes used as the inner quotation marks), in braille these marks may be reversed in order to save space.

Answer: True

8. What is the dot formation for the opening parenthesis?

Answer: Dots 2356

9. A note explaining this reversal of double and single quotation marks must be placed on a ____ ____ page at the beginning of each braille volume.

Answer: transcriber's notes

10. What is the dot formation for the closing double quotation mark?

Answer: Dots 356

11. Follow ____ for the use of apostrophes.

Answer: print

12. What is the dot formation for the closing parenthesis?

Answer: Dots 2356

15.D.1



13. A capital indicator must be placed immediately ____ the letter to which it applies.

Answer: before

14. What is the dot formation for the opening bracket?

Answer: Dots 6, 2356

15. What is the dot formation for the closing bracket?

Answer: Dots 2356, 3

16. If an apostrophe comes before a capital letter in print, the apostrophe is brailled ____ the capital indicator.

Answer: before

17. True or False: A capital indicator is repeated following an apostrophe in a fully capitalized word.

Answer: False, it is not repeated.

18. When a print number is preceded by an apostrophe, the apostrophe represents a missing number, so in braille the ____ ____is placed before the apostrophe.

Answer: number indicator

19. True or False: Follow print for the placement and spacing of parentheses and brackets.

Answer: True

20. True or False: When numbers occur within parentheses, follow print except when a missing number is represented in print as a space. A space is left in braille.

Answer: False, No space is left in braille.

21. True or False: When a dash that begins or ends an incomplete sentence is preceded or followed by a quotation mark or some other mark of punctuation, a space is left between the dash and the punctuation.


22. True or False: When an author's name or other attribution follows an excerpt or quotation and is separated from it by a dash, in braille a space is left before or after the dash.


23. True or False: When in print an extended line is used to indicate that something has been omitted, such as a word, partial word, name, number, or a blank to be filled in, dots 14, 14, 14, 14 are used.

Answer: False, 36, 36, 36, 36

24. A braille double dash or the "omission" dash is used only when something is ____.

Answer: omitted

15.D.1



25. When the braille omission dash represents a whole word it is spaced and punctuated as a ____.

Answer: word

26. When the diagonal slash mark is used between print abbreviations, words, or numbers, this sign is represented in braille by dots ____, ____.

Answer: 456, 34

BINGO

Questions: Lesson 4

1. What word does the letter “d” represent? Answer: The word “do”

2. One cell whole-word contractions can be used to represent ____ words only. Answer: whole

3. What word does the letter “l” represent? Answer: The word “like”

4. What word does the letter “z” represent? Answer: The word “as”

5. What is the heading to Lesson 4? Answer: One Cell Whole-Word Contractions and the contractions for and, for, of, the, and with.

6. What word does the letter “f” represent? Answer: The word “from”

7. True or False: One cell whole-word contractions can be used when 's is added to a proper name to form the possessive, as in "Will's hat" or "Tom More's house." Answer: True

8. What word does the letter “a” represent? Answer: The word “a”.

9. What word does the letter “n” represent? Answer: The word “not”

10. To save space and facilitate reading, certain groups of letters appearing frequently in the English language are represented in braille by special characters known as ____ or ____. Answer: contractions or signs

11. What word does the letter “h” represent? Answer: The word “have”

12. Contractions may utilize ____ or ____ cells. Answer: one or two

13. What word does the letter “j” represent? Answer: The word “just”

14. What word does the letter “p” represent? Answer: The word “people”

15.D.1



15. Contractions may represent ____ words, ____ of words, or ____. Answer: whole, parts, both

16. What word does the letter “r” represent? Answer: The word “rather”

17. Contractions that have the same or similar rules governing them are grouped together and given a name, as in this section that discusses ____ contractions. Answer: one-cell whole-word

18. What word does the letter “b” represent? Answer: The word “but”.

19. What word does the letter “v” represent? Answer: The word “very”.

20. What word does the letter “g” represent? Answer: The word “go”.

21. It is important that the names of the groupings be remembered because they will be referred to throughout the ____. Answer: course

22. What word does the letter “t” represent? Answer: The word “that”

23. What word does the letter “x” represent? Answer: The word “it”

24. The one-cell whole-word contractions in section 4.2 are also referred to as ____ Contractions. Answer: Alphabet

25. What word does the letter “m” represent? Answer: The word “more”

26. What word does the letter “I” represent? Answer: The word “I”

27. The first type of contraction to be discussed is the one-cell whole-word sign that is represented by a _____ letter of the alphabet. Answer: single

28. What word does the letter “c” represent? Answer: The word “can”

29. True or False: When words are joined by hyphens to form hyphenated compound words, each word maintains its whole word integrity. Therefore, whole-word contractions may be used in hyphenated compound words, whether such words are brailled on one line or divided between lines. Answer: True

30. What word does the letter “e” represent? Answer: The word “every” 31. True or False: One cell whole-word contractions are used in whole proper names, such

as “Will Rogers” and “Thomas More.” Answer: True

32. What word does the letter “k” represent? Answer: The word “knowledge”

15.D.1



33. True or False: One cell whole-word contractions are also used to represent the words do and so when they refer to the notes in the musical scale. Answer: False, they are not used for the musical scale.

34. What word does the letter “o” represent? Answer: The word “o”

35. True or False: The letter s cannot be added to any of these contractions to form the plural. Answer: True

36. What word does the letter “q” represent? Answer: The word “quite”

37. True or False: One cell whole-word contractions are used when preceded by the apostrophe in an expression such as d'you or t'have. Answer: False, they cannot be used.

38. What word does the letter “s” represent? Answer: The word “so”

39. True or False: One cell whole-word contractions represent whole words only and cannot be used in syllabicated words or to form parts of words even if a word such as likely is divided between braille lines leaving like- on a line by itself. Answer: True

40. What word does the letter “w” represent? Answer: The word “will”

41. Although these contractions consist of single letters, they stand for ____ words. Answer: whole

42. What word does the letter “y” represent? Answer: The word “you”

43. True or False: The double capital indicator is not repeated after a hyphen in a fully capitalized expression. Answer: True

44. What word does the letter “u” represent? Answer: The word “us”

45. True or False: Because the letters a, i, o, and y are also single-letter words in themselves, they cannot be used as contractions for other words. Answer: False, the letters a, i, and o. y is not a single letter word.

46. True or False: Use these contractions to represent the words for which they stand, regardless of the part of speech involved. Answer: True

47. True or False: One cell whole-word contractions, even those followed by an apostrophe, are used when they are in direct contact with a slash. Answer: False, they are not used.

48. True or False: A slash is spaced as in print — so if in print there is a space between a word that could be contracted and a slash, the contraction is used. Answer: True

15.D.1



Braille BINGO Ribbons (15.D.2)

15.D.2

I Won the

BINGO

Game!!!

BINGO

CHAMPION!!!

BRAILLE BINGO VICTOR!!!

one cell whole word contractions loc lesson 4,...

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