braille module 28 part word contractions and introduction...

Braille Module 28 Part-Word Contractions and Introduction to Short-Form Words LOC Literary Lesson 7, Sections 7.7-7.10

PROFITT Curriculum Module # 28 — Part-Word Contractions and Short-Form Words

Braille Module 28-1

Braille Module 28 Part-Word Contractions and

Introduction to Short-Form Words LOC Literary Lesson 7.7-7.10

Summary

Goal(s): To gain an understanding of usage of part-word lower-signs pertaining to preserving the usual form of the base word, in proper names, be, con, dis, and com in abbreviations and introduction to short-form words.

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

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

BS28.1: Demonstrate knowledge of preserving the usual form of the base word.

BS28.2: Know the contractions for be, con, dis, and com when used in proper names.

BS28.3: Demonstrate knowledge of the contractions for be, con, dis, and com in abbreviations.

BS28.4: Introduce short-form words.

BS28.5: Review and test on preserving the usual form of the base word, in proper names, in abbreviations and short-form words.

Instructor:

Braille instructor

Delivery Method(s):

Flash cards Lecture Classroom reading Discussion

One-on-one reading Hands on

Length: 5 hours Five topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 7.7 with EBAE X.34.b(1) Lesson 7.8 with EBAE XIII.43, 44 Lesson 7.9 with EBAEXIII.43.a Lesson 7.10 with EBAEXVI

Take Away Message(s): In this lesson you were introduced to short-form words. Short-form words are abbreviated forms of words that will make brailling and proofreading easier—once you memorize them. The short-form words are like contractions as in they use less space. You will learn just a few at first and a few more each lesson.

“Sometimes you wonder how you got on this mountain. But sometimes you wonder, how will I get off?” —Joan Manley By now you may be wondering what you got yourself in to. So many new braille characters and rules, but just think of all the knowledge you have gained so far. Continue to study hard and gain all the great knowledge you are being presented.


Braille Module 28-2

Instructor Preparation

Title of Module: Part-Word Contractions and Introduction to Short-Form Words

The purpose of this module is for the students to demonstrate knowledge of preserving the usual form of the base word, using the contractions be, con, dis, and com in proper names and abbreviations. The students will also be introduced to short-form words. 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 7.

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

Topic: Summary of Contraction Usage Time Allotted: 5 hours

A. Preserving the Usual Form of the Base Word

(10 minutes)

B. Be, con, dis, and com in Proper Names.

(10 minutes)

C. Be, con, dis, and com in Abbreviations.

(10 minutes)

D. Introduction to Short-Form Words

(3 hours)

E. Review and Test

(1.5 hours)

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: Lesson 7.7-7.10: Worksheet (28.D.1), Answers to Lesson 7.7-7.10: Worksheet (28.D.2), Lesson 7.7-7.10: Test (28.E.1), and Answers to Lesson 7.7-7.10: Test (28.E.2) (one copy of answer sheets).

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

7. You will need copies of newspapers and magazines.

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.


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2. Have chalk and erasure board ready for use.


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Curriculum Content

A. Preserving the Usual Form of the Base Word (10 minutes)

Objective BS28.1: Demonstrate knowledge of preserving the usual form of the base word.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 7.7 and EBAE X.34.b(1) which covers preserving

the usual form of the base word.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 7.7 and EBAE X.34.b(1) about

preserving the usual form of the base word.

Some reminders to the students:

“Be on the alert to base or root words that have more than one prefix, such as the

word indistinguishable. This word has two prefixes in and dis. Therefore, the dis is no

longer the first syllable of the word and cannot be contracted. To ensure easy

recognition of the word, the st is not contracted either.”

B. Be, con, dis, and com in Proper Names (10 minutes)

Objective BS28.2: Know the contractions for be, con, dis, and com when used in proper

names.


The instructor will be familiar with section7.8 and EBAE XIII.43, 44 pertaining to the

contractions be, con, dis, and com in proper nouns.


As a class the students will read and discuss Lesson 7.8 and EBAE XIII.43, 44 about the

contractions be, con, dis, and com in proper nouns.


“Remember the contractions for be, con, dis, and com are used in the following

names:

O'Connell, with an apostrophe

McConner, because it constitutes the first capitalized syllable following Mc and is not the last syllable of the name.


Braille Module 28-5

MacCommack, because it constitutes the first capitalized syllable following Mac and is not the last syllable of the name.

McBe, because it constitutes the first capitalized syllable following Mc and is not the last syllable of the name.

McBeman, because it constitutes the first capitalized syllable following Mc and is not the last syllable of the name.”

C. Be, con, dis, and com in Abbreviations (10 minutes)

Objective BS28.3: Demonstrate knowledge of the contractions for be, con, dis, and com in

abbreviations.


The instructor will be familiar with section 7.9 and EBAE XIII.43.a which covers the

contractions for be, con, dis, and com in abbreviations.


As a class the students will read and discuss Lesson 7.9 and EBAE XIII.43.aabout the

contractions for be, con, dis, and com in abbreviation.

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

“1. If the contractions for be, con, dis, and com can be used in a complete word, it can also be used in the abbreviation for that word.

2. If these contractions could not have been used in the word itself, they should

not be used in its abbreviation, as in Belg., the abbreviation for Belgium.”

D. Introduction to Short-Form Words (3 hours)

Objective BS28.4: Introduce short-form words.


The instructor will be familiar with section 7.10 and EBAE XVI which covers the introduction to the short-form words: good, letter, little, paid, quick, and said. They will

also be familiar with Drill 23.

You will need copies of newspapers and magazines.

You will need copies of: Lesson 7.7-7.10: Worksheet 1 (28.D.1) and Answers to

Lesson 7.7-7.10: Worksheet (28.D.2).

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


Braille Module 28-6

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

of the Answers to the Contractions Chart (Lesson 7 Contractionschart.xls).


As a class the students will read and discuss Lesson7.10 and EBAE XVI about the

introduction to the short-form words: good, letter, little, paid, quick, and said.

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

“Memorizing the six short-form words will help you to get a jump start on the many short-form words you will need to know in order to complete your manuscript.

These words are called short-form because they are similar to an abbreviation, in that they shorten the length of a word, but the meaning remains. The short-form words contain letters found in the word. Some of the short-form words use other

contractions you have learned, like the alphabet contractions.

Mr. McComb paid for the little dog’s treatment.

“The robber was quick to get away.” said the witness.

In the first example the short-form word for paid (pd) and the short-form word

little (ll) are used.

Mr. McComb paid for the little dog’s treatment.

In the second example the short-form word for quick (qk) and the short-form word said (sd) are used.

“The robber was quick to get away.” said the witness.

These short-form words will save valuable space and reading time for the braille reader.”

Next, the instructor will pass out a newspaper or magazine to each student.

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

“In the newspaper or magazine you chose you will choose an article to search for the short-form words you learned today.

Before we start we will take a look at a couple of sentences to see if we can use

the contractions we have learned in this section.

The good little lady paid her light bill.

She said, “The letter was mailed yesterday.”

In the first example the short-form words for good (gd), little (ll), and paid (pd) are used.


Braille Module 28-7

The good little lady paid her light bill.

In the second example the short-form word for said (sd) and letter (lr) are used.

She said, “The letter was mailed yesterday.”

Remember to keep your help sheet available to help you find these contractions in the article you have chosen.

There will be many short-form words to memorize. You will learn six short-form words in the next few modules. Then in Lesson 11 you will learn the rest. Take time memorizing when the six new words are introduced with each lesson and you

will be able to learn the rest in a snap when you get to Lesson 11.”

Take turns as a class to read the braille (embossed) answers to Drill 23 from the Drill book. This will help the students to get a visual idea of reading the embossed copy.


“By now you should be able to read aloud a little faster. You should be able to recognize the braille characters you have learned up to this point. Studying the

rules will help you to know when to use the contractions and short-form words.

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

someone else is reading.”

Next students will complete Drill 23 on Page 7-10 using Perky Duck.

Some reminders to the students before they transcribe Drill 23:

“Remember to thoroughly structure your print copy prior to transcription. Don’t forget to look for the short-form words. Write the short-form over the word it applies to and this will help you to memorize them quicker and be a reminder to

you to use it.

Always print out your Drills to proofread. 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 7.7-7.10: Worksheet (28.D.1). This worksheet was created for the students to practice their knowledge of proofreading. This worksheet contains 16 complete sentences in simulated braille. The students will look for and highlight each error. An answer key is included. Allow time to go over the worksheet and

answer questions.


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FOLLOW-THROUGH ACTIVITIES

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

students will fill in the boxes that pertain to the contraction rules learned in Lesson 7.7-

7.10. Please allow time to go over this chart, fill in the boxes that apply, and allow for

questions/answers.


“Remember to fill out your Contraction Chart for this section. There were a lot of

rules learned in this module. Use the “note” section to remind yourself of the ways

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

filled out correctly.

The Contraction 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 rules learned in this module. Are the students grasping the idea? Making sure the students comprehend is important.

E. Review and Test (1.5 hours)

ObjectiveBS28.5: Review and test on preserving the usual form of the base word, in

proper names, in abbreviations and short-form words.


The instructor will be familiar with Lesson 7.7-7.10.

You will need the following handouts: Lesson 7.7-7.10: Test (28.E.1) and Answers to Lesson 7.7-7.10: Test (28.E.2).


Review Lesson 7.7-7.10 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 7.7-7.10.

The instructor will pass out the Lesson 7.7-7.10: Test (28.E.1) to each student. This test consists of 25True or False questions. An answer key is included. Allow time to go

over the test and answer questions.


Braille Module 28-9

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.


Braille Module 28-10

Braille Module 28 Part-Word Contractions and Introduction to Short-Form Words LOC Literary Lesson 7, Sections 7.7-7.10 Handouts and Answer Sheets



Lesson 7.7-7.10: Worksheet (28.D.1)

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

1. “The rice had a distinct flavor,” said Mr. McConner.

2. The Dist. of Columbia is a federal district of the eastern United States on the Potomac River between Virginia and Maryland.

3. Belgians descend from two ethnic groups: the Flemings and the Walloons,

distinguishable by their language.

4. Mr. O’Conner disagreed with the Commanding Officer to consolidate the good and

mischievous soldiers.

5. Karon McBe was a good little girl and went to bed early.

6. Beatrice McBeman and Manny MacCommack married in New London, Connecticut.

7. The Comdg. General ordered the troops to take over the little country of Togo.

8. The letter stated that the non-disposable trash will be picked up and consolidated.

9. “Constance! Con-stance! Please don’t make any quick moves!” cried Conrad.

10. She should come out of the coma soon—we are hoping.

11. Michael is a true-believer in self-control.

12. “The good sheets are made of soft linen,” said Conchita Disraeli.

13. Bella’s little belligerent conceit is causing everyone else to be bewildered and

bothered.

14. Belgium waffles are so good with strawberries and whipped cream.

15. “Could you consolidate the mess on your desk so I can distinguish which papers are

important?” said Ben Bacon.

16. She paid for the breakfast of two eggs, one pancake and three slices of bacon from the little bit of money she saved.

28.D.1



Answers to Lesson 7.7-7.10: Worksheet (28.D.2)

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

1. “The rice had a distinct flavor,” said Mr. McConner.

2. The Dist. of Columbia is a federal district of the eastern United States on the Potomac River between Virginia and Maryland.

3. Belgians descend from two ethnic groups: the Flemings and the Walloons,

distinguishable by their language.

4. Mr. O’Conner disagreed with the Commanding Officer to consolidate the good and

mischievous soldiers.

5. Karon McBe was a good little girl and went to bed early.

6. Beatrice McBeman and Manny MacCommack married in New London, Connecticut.

7. The Comdg. General ordered the troops to take over the little country of Togo.

8. The letter stated that the non-disposable trash will be picked up and consolidated.

9. “Constance! Con-stance! Please don’t make any quick moves!” cried Conrad.

10. She should come out of the coma soon—we are hoping.

11. Michael is a true-believer in self-control.

12. “The good sheets are made of soft linen,” said Conchita Disraeli.

13. Bella’s little belligerent conceit is causing everyone else to be bewildered and

bothered.

14. Belgium waffles are so good with strawberries and whipped cream.

15. “Could you consolidate the mess on your desk so I can distinguish which papers are

important?” said Ben Bacon.

16. She paid for the breakfast of two eggs, one pancake and three slices of bacon from the little bit of money she saved.

28.D.2



Lesson 7.7-7.10: Test (28.E.1)

Highlight True or False to the following questions.

1. When a word such as disturb takes on a second prefix, as in undisturbed, the dis is no longer the first syllable of the word and cannot be contracted and, to ensure easy

recognition of the word, the st is contracted. True False

2. The contractions for be, con, dis, and com are used in names containing an

apostrophe, such as O'Connell. True False

3. The contractions for be, con, dis, and com can be used in a complete word, and they can also be used in the abbreviation for that word. True False

4. When a word such as distinguish takes on a second prefix, as in indistinguishable, the

dis is no longer the first syllable of the word and can be contracted. True False

5. If these contractions could not have been used in the word itself, they should be used

in its abbreviation, as in Belg., the abbreviation for Belgium. True False

6. When the prefix dis is added to create disingenuous the ing contraction is not used. This preserves the original form of the base word and ensures proper pronunciation. True False

7. The contraction for com should be used in Comdg., the abbreviation for Commanding.

True False

8. The contractions for be, con, dis, and com are used in names starting with Mc or Mac—as long as they constitute the first capitalized syllable following Mac or Mc and

are not the last syllable of the name. True False

9. Be alert to base or root words that have more than one suffix. True False

10. The contraction for con is not used in Conn., the abbreviation Connecticut. True False

11. When a word such as ingenuous, the ing contraction cannot be used because the

letters occur at the beginning of the word. True False

12. If the letters comprising any of these contractions constitute an entire abbreviation, as in Con. for Consolidated, the contraction cannot be used as it would result in two lower signs following one another without a space, and neither would be in contact

with a character containing dot 2 or dot 5. True False

13. When a word such as distinct takes on a second prefix, as in indistinct, the dis is no longer the first syllable of the word and cannot be contracted and, to ensure easy recognition of the word, the st is not contracted either. True False

28.E.1



14. The contraction for dis should be used in Dist., the abbreviation District. True False

15. I can use the contraction ing in ingenuous. True False

16. I can use the contractions ing and dis in disingenuous. True False

17. I can use the contraction con in McConner. True False

18. I can use the contraction be in the abbreviation Belg. (Belgium). True False

19. I can use the part-word lower-sign contraction dis in indistinct. True False

20. I can use the contraction con in O’Connell. True False

21. I can use the contraction dis in the abbreviation for Dist. (District). True False

22. I can use the contraction be in McBeman. True False

23. I can use the part-word lower-sign contraction dis in distinct. True False

24. I can use the contraction be in McBe. True False

25. I can use the contraction con in the abbreviation for Con. (Consolidate). True False

28.E.1



Answers to Lesson 7.7-7.10: Test (28.E.2)

Highlight True or False to the following questions.

1. When a word such as disturb takes on a second prefix, as in undisturbed, the dis is no longer the first syllable of the word and cannot be contracted and, to ensure easy recognition of the word, the st is contracted. True False Rule 7.7 The st contraction

is not contracted either.

2. The contractions for be, con, dis, and com are used in names containing an apostrophe, such as O'Connell. True False Rule 7.7

3. The contractions for be, con, dis, and com can be used in a complete word, they can

also be used in the abbreviation for that word. True False Rule 7.9

4. When a word such as distinguish takes on a second prefix, as in indistinguishable, the dis is no longer the first syllable of the word and can be contracted. True False Rule

7.7 The dis is no longer the first syllable of the word and cannot be contracted.

5. If these contractions could not have been used in the word itself, they should be used in its abbreviation, as in Belg., the abbreviation for Belgium. True False Rule 7.9

The contraction be should not be used in the abbreviation.

6. When the prefix dis is added to create disingenuous the ing contraction is not used. This preserves the original form of the base word and ensures proper pronunciation. True False Rule 7.7

7. The contraction for com should be used in Comdg., the abbreviation for Commanding. True False Rule 7.9

8. The contractions for be, con, dis, and com are used in names starting with Mc or Mac—as long as they constitute the first capitalized syllable following Mac or Mc and

are not the last syllable of the name. True False Rule 7.8

9. Be alert to base or root words that have more than one suffix. True False Rule 7.7 Prefix.

10. The contraction for con is not used in Conn., the abbreviation Connecticut. True

False Rule 7.9 The contraction con is used.

11. When a word such as ingenuous, the ing contraction cannot be used because the

letters occur at the beginning of the word. True False Rule 7.7

28.E.2



12. If the letters comprising any of these contractions constitute an entire abbreviation, as in Con. for Consolidated, the contraction cannot be used as it would result in two lower signs following one another without a space, and neither would be in contact with a character containing dot 2 or dot 5. True False Rule 7.9 Needs to be in

contact with a character containing dot 1 or dot 4.

13. When a word such as distinct takes on a second prefix, as in indistinct, the dis is no longer the first syllable of the word and cannot be contracted and, to ensure easy recognition of the word, the st is not contracted either. True False Rule 7.7

14. The contraction for dis should be used in Dist., the abbreviation District. True False

Rule 7.9

15. I can use the contraction ing in ingenuous. True False Rule 7.7

16. I can use the contractions ing and dis in disingenuous. True False Rule 7.7 Only the

dis contraction is used.

17. I can use the contraction con in McConner. True False Rule 7.8

18. I can use the contraction be in the abbreviation Belg. (Belgium). True False Rule

7.9 You cannot use the be contraction.

19. I can use the part-word lower-sign contraction dis in indistinct. True False Rule 7.7 You cannot use the dis contraction.

20. I can use the contraction con in O’Connell. True False Rule 7.8

21. I can use the contraction dis in the abbreviation for Dist. (District).True False Rule

7.9

22. I can use the contraction be in McBeman. True False Rule 7.8

23. I can use the part-word lower-sign contraction dis in distinct. True False Rule 7.7

24. I can use the contraction be in McBe. True False Rule 7.8 You cannot use the be

contraction.

25. I can use the contraction con in the abbreviation for Con. (Consolidate). True False

Rule 7.9 You cannot use the con contraction in consolidate.

28.E.2

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