Braille teaching resources
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LESSON PLANS
Student: TVI: Date: IEP Goal: In 36 weeks, given single words or sentences that contain changes between the current English braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write 20/31 of these changes using UEB on 3 out of 4 data collection days. ______/31 Overview & Purpose: UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch when they follow one another in a sentence. Iowa Core: 10 - Range of Reading and Level of Text Complexity. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10) ECC: Compensatory skills- Braille Literacy This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24- student page 15 Teaching Strategies Student Response/Notes Objectives/Purpose: (Specify Skills/Information to be learned) In this lesson we learn about strong word signs and a new special rule that they follow. You will get to read and write these special contractions. Review & Engage: (what did you do last lesson that will tie into this one?) Questioning I want you to name the 5 strong word signs. What special thing do they get to do when they are in a sentence next to each other to save space. And, for, of, the, with Touch – there is no cell between them. Snuggling- cuddling Demonstration/Modeling: I DO That’s correct, but in UEB, they want to follow the print rules, where there is always space between the words. Verification: (Check for student understanding) Questioning- include examples and non-examples. Can you tell me the new rule? Activity/Guided Practice (Describe the independent activity to reinforce this lesson) We DO Student will read the attached sentences. Select 5 of the sentences for the student to braille in UEB. Independent Practice & Application:* YOU DO IT ALONE Flash cards using the 5 words (2 words per card) Sort the cards according to UEB and EBAE. Formative Assessment & Reflection: Can you tell me the UEB rule to use when you have any two of the following words side by side?, a, and, for, of, the, with Why do you think they made this change to the braille code? This is another tool to use: 3-2-1 What are the 3 new things that you learned today What are the 2 things that were difficult What is the 1 thing you would like to learn or work on next? When reading materials in EBAE that contain one of the UEB changes the student has learned, point out the sentence and ask the student to tell you what would be different in UEB. Have the student braille that sentence in UEB. Print copy of brailled materials. UEB BOP – 1st Grade - Unit 5 –Day 2- Lesson 24 Student page 15 – in EBAE The following sentences should be embossed using UEB
of the man and a dog with the cat for the rat and the boy of a girl with a boy FOLLOW-UP QUESTIONS (After teaching the lesson)
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LESSON PLANS
Student: TVI: Date: IEP Goal: In 36 weeks, given single words or sentences that contain changes between the current English braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write 20/31 of these changes using UEB on 3 out of 4 data collection days. ______/31 Overview & Purpose: UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch when they follow one another in a sentence. Iowa Core: 10 - Range of Reading and Level of Text Complexity. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10) ECC: Compensatory skills- Braille Literacy This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24- student page 15 Teaching Strategies Student Response/Notes Objectives/Purpose: (Specify Skills/Information to be learned) In this lesson we learn about strong word signs and a new special rule that they follow. You will get to read and write these special contractions. Review & Engage: (what did you do last lesson that will tie into this one?) Questioning I want you to name the 5 strong word signs. What special thing do they get to do when they are in a sentence next to each other to save space. And, for, of, the, with Touch – there is no cell between them. Snuggling- cuddling Demonstration/Modeling: I DO That’s correct, but in UEB, they want to follow the print rules, where there is always space between the words. Verification: (Check for student understanding) Questioning- include examples and non-examples. Can you tell me the new rule? Activity/Guided Practice (Describe the independent activity to reinforce this lesson) We DO Student will read the attached sentences. Select 5 of the sentences for the student to braille in UEB. Independent Practice & Application:* YOU DO IT ALONE Flash cards using the 5 words (2 words per card) Sort the cards according to UEB and EBAE. Formative Assessment & Reflection: Can you tell me the UEB rule to use when you have any two of the following words side by side?, a, and, for, of, the, with Why do you think they made this change to the braille code? This is another tool to use: 3-2-1 What are the 3 new things that you learned today What are the 2 things that were difficult What is the 1 thing you would like to learn or work on next? When reading materials in EBAE that contain one of the UEB changes the student has learned, point out the sentence and ask the student to tell you what would be different in UEB. Have the student braille that sentence in UEB. Print copy of brailled materials. UEB BOP – 1st Grade - Unit 5 –Day 2- Lesson 24 Student page 15 – in EBAE The following sentences should be embossed using UEB
of the man and a dog with the cat for the rat and the boy of a girl with a boy FOLLOW-UP QUESTIONS (After teaching the lesson)
INTRODUCTION OF TACTUAL TOYSProvide toys which are tactual such as the “SMART SNACK ® COUNTING COOKIES. These tactual cookies (both the numbers and the M&Ms) help students learn to count and recognize numbers. The cookies come in a plastic cookie jar. Fisher-Price MATCHIN’ MIDDLES or OREO is a tactual ‘memory’ game.
Most DOMINOES are tactual but usually the dots are inverted. However, there are dominos specially made for blind & low vision individuals that have a raised center dividing line which is helpful. Even if children don’t know how to play the game, they can be encouraged to match dots to dots and make a train of ‘matching’ numbers. Stick with six; the higher the number, the harder the dots are to feel. Plus, the “six” is a full cell (Braille for the word “for”) and it also introduces the letter ‘a’ (#1). [Return to top] LEFT AND RIGHTSince the Braille Cell has a left side and a right side, it is important to learn the difference between left and right. This is especially important for students who use a “Uni-Manual Brailler”, a Perkins Braille writer for individuals who only have the use of one hand to write Braille. The individual must first select the left side of the Braille keys (dots 1, 2, and/or 3) which remain locked down until the right side of the Braille keys (dots 4, 5, and/or 6) or the space bar is pressed. At which time, the entire Braille letter/contraction is indented on the paper. Should the student make a mistake with the left side, a release button (not shown in picture below) is used to unlock the keys and the student is able to reselect the desired keys. <~~~Perkins Braille Writer [Return to top] INTRODUCTION OF BRAILLE TOYSJust as sighted children see print everywhere, blind children need to have access to Braille. The following toys can be purchased in most department stores or off the internet. These are typical toys most children (blind or sighted) enjoy. Magnetic Capital Letters and Numbers embossed with Braille, Braille ALPABET BLOCKS and the Fisher Price LEARNING SENSATION PLAY with Letters Desk offer opportunities to introduce Braille and all have raised tactual Braille. Braille Learning Dollis a fun way to introduce Braille letters, too. The dots can be easily pushed in to pop out or pushed in when not needed. ALPHABET ANNIE offers Braille on the front of her shirt. She is an interactive doll. (Sadly, she is difficult to find.) [Return to top] PLAY WITH CELLSIntroduce the “Baille Cell” when playing. Half an egg carton or a 6-count muffin pan is a great way to start. EGG-SHAPE SORTER comes in a toy egg carton, making it the perfect tool for learning about the six-dot configuration of a Braille cell. SMART SNACKS SORTING SHAPES CUPCAKES also offers the Braille Cell. Look around your house and you may have some cells, such as the Jell-O mold seen above. Have a variety of cells then find a variety of things to put in them. Sometimes games have the best supplies for Braille! This game, COLD TURKEY, comes complete with plastic ice cubes trays in the perfect shape of a Braille cell and ice cube to use to create Braille letters. (This game may be difficult to find. Look in thrift shops.) [Return to top] MAKE A CELLCreated by Merry-Noel Chamberlain, MA, TVI To help create ownership, use Crayola Crafty Play Dough that gets hard - like foam. Together make a Braille cell and little balls (dots) to fit into the cell. Be sure to make little valleys in each cell hole to help contain the ball from rolling out or use a strip of play dough to divide the dots in the cell or both. Make other things with the play dough, too. Use a flat rectangle or square to create a picture and apply little balls to make their name in Braille. (Don’t forget the capital sign!) [Return to top] DISPLAY BRAILLE THROUGHOUT THE HOUSE or SCHOOLCreated by Merry-Noel Chamberlain, MA, TVI Take a lid to a tote and apply furniture felt tabs to create tactual signs as shown below. Cut two holes in the top to hang them, if desired. [Return to top] DECREASE THE SIZE OF THE CELLAs your student/child increases his/her Braille skills, decrease the size of the tactual teaching Braille cell. Above are plastic base packing used to secure glue sticks found in many school offices. Oak ‘button’ (found in hardware stores) are used to create Braille contractions. http://www.nfb.org/images/nfb/Publications/fr/fr27/1/fr270116.htm [Return to top] INTRODUCTION OF DOT NUMBERSAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT It is important to introduce dot numbers as soon as possible because as the child begins to create the letters in their Braille cells or later, in writing on the Perkins or electronic note taking device, they will need to know those dot numbers especially for writing with the slate and stylus.
Sound Adds FunAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT Some books that offer sounds actually are in the shape of a Braille Cell (see above). Place Braille dot numbers in their correct location as shown below (if desired). As the story is read, instead of saying the picture clue, say the dot number clue. The student then selects the correct dot number and pushes it to create the sound to complement the story. DOT 1 DOT 4 DOT 2 DOT 5 DOT 3 DOT 6 [Return to top] Braille Dot RecognitionBy: Cindy Holm, TVI Skill Application: Slate and stylus, help with reversals Object: To be the first person to make a braille letter with the numbered cubes Materials: 5 cubes for each player. Optional: 1” graph paper cut out to represent a braille cell. To Play:
[Return to top] ADD SLEEPSHADES INTO THE FUN
BRAILLE BOOKSLove for reading begins early – even before a child is able to read. Having tactual books & books Braille available for little fingers expose the child to a whole world! American Printing House for the Blind (www.aph.org) has several books. My favorite is ALPHABET SCRAMBLE. Read about Louis Braille and discuss how, at a very young age (15), Louis Braille invented Braille and how it is widely used today. Louis Braille: The Blind Boy Who Wanted to Read by Dennis B. Fradin (1997) is a large picture book. Often, children are surprised that Braille was invented by such a young person. Locations for Braille books:
AMERICAN PRINTING HOUSE for the BLINDAmerican Printing House for the Blind offers many supplies. Teachers of Students with Visual Impairments may obtain such supplies using “Quota Funds” or individuals may purchase them at: http://www.aph.org/. Above is a PEG KIT which ‘happens’ to include a frame that represents a Braille Cell. LOTS OF DOTS for letters and numbers are coloring books available through APH. [Return to top] BRAILLE SCRIBBLEMerry-Noel Chamberlain, MA, TVI, NOMCT Just as sighted children benefit from scribbling, blind children need that same opportunity. Here are a couple of ways they can scribble.
BRAILLE GAMESMancalaAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
Twister Hopscotch (My new favorite game!)Adapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT GET THE BODY INVOLVED! Adapt a regular Twister game and draw letters for children to create. Or use the Twister Hopscotch game and create the Braille cell using six rings from the game. These rings can be either attached with the attachment hooks included in the game or the rings can simply be placed on the floor in the shape of the Braille Cell.
[Return to top] Tic-Tac-Toe BrailleAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
I Spy – Word Scramble
Spell Time(Only The Right Letter Fits!)
A – Z Jr.
Letter FlipAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
Other games that can be adapted[Return to top] TWO CELL CONTRACTIONSOnce a child has mastered the basic letters, then introduce two cell contractions. TEXTURED PEGS (available through APH or TWISTER HOPSCOTCH can be extended to create two or more Braille cells. For some students, camouflaging the items in the Braille Cell can encourage more tactual skills. [Return to top] SLATE AND STYLUSOne way to introduce creating single letters with a slate and stylus is using a POP-A-CELL (below left) available through APH. These come in a set of four but you can get more to create words. The PEG SLATE is a great tool to introduce writing words on the Slate and Stylus and is also available through Quota funds through APH. The CAL-tacTM BRAILLE CARAVAN can be used as single letters or words. http://www.cal-s.org/braille-caravan.html Some ideas: • Play hangman. • Practice spelling words • Write the names of family and friends [Return to top] TEACH THE SLATE & STYLIS (REALLY!)One way to teach the slate and stylus is to create a snake with Play-Doh then use a ‘stylus’ to create holes in the Play-Doh. Sometimes counting pegs are the nice size. Be sure to start at the right side of the Play-Doh and work your way left. [Return to top] PERKINS BRAILLERWhen introducing the Perkins Brailler, be sure to encourage students place the correct fingers on the correct keys as shown above. This will help them develop and maintain writing speed on the Perkins as well as electronic note-taking devices. Second, if a child is having difficulty with identifying which finger goes on the Perkins for each dot number, the SWING CELL may assist. Playing with Play-Doh, squeezing a stress ball or popping packing bubbles can help with strengthening fingers. [Return to top] FINGER LOCATION FOR THE PERKINS BRAILLER FOR CREATING THE BRAILLE ALPHABET
PROUDLY TAKE AND DISPLAY PICTURES OF STUDENTS BEING SUCCESSFUL![Return to top] ACTIVITIESDr. DooRiddles Find a book such as Dr. DooRiddles, by John Doolittle, 1994 and take turns reading it to each other IN BRAILLE [Return to top] Manuscript Letter BeadsAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
Fun with BrailleBraille Practice with a Difference — It’s Fun! This book is available through American Printing House for the Blind. It has more advanced Braille activities. [Return to top] Grade II: Braille ReviewMerry-Noel Chamberlain, MA, TVI, NOMCT For directions how to play this game, go to: http://www.nfb.org/images/nfb/Publications/fr/fr27/4/fr270418.htm [Return to top] Counting & Number IdentificationAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT 1. 3. 2. 4.
2 or 4-Way Countdown: (Age 6+)
Braille Bingo
[Return to top] Racko
Braille BookmarksSometimes creating BRAILLE BOOK BOOKMARKS can make reading more fun. These bookmarks are great for large Braille books because they hold the spot very well. Plus they are easy and fun to make.
Write Braille EverydayRead an interesting story and answer questions about it. Have a story read aloud and take notes (Louis Braille: The Blind Boy Who Wanted to Read) Provide an unusual object and write about it – What is its purpose? – What it might be a part of? – What happened to it? [Return to top] Receive Braille Letters from Santa!Each year, “Santa” will write a letter to children, upon request. The National Federation of the Blind assists Santa in doing this. Go to: http://www.nfb.org/Forms.asp?MODE=NEW&SnID=2&Forms_FormTypeID=-45 [Return to top] Exchange Braille Greeting CardsEither create one’s own greeting card by creating pictures from “So What About Drawing” http://www.ssc.education.ed.ac.uk/courses/vi&multi/MariePorter.pdf or purchase CAL-tacTM Notecards (Greeting Cards) at: http://www.cal-s.org/braille-greeting-cards.html [Return to top] So What About Drawing?This is a great tool for creating Braille art through contractions on the Perkins Brailler. It helps students remember difficult contractions, too! There are instructions for creating several pictures such as: shamrocks, Christmas trees, sailboats, bears, angels, flags and much, much more. Go to the following website to print off your own copy. http://www.ssc.education.ed.ac.uk/courses/vi&multi/MariePorter.pdf [Return to top] Body BrailleBody Braille is another fun learning tool. Number of players: One or more Items needed: Draw sticks with letters written in Braille. Or listen to The Braille Rap song and do this with the music. http://www.pathstoliteracy.org/strategies/braille-rap-song To begin, establish dot numbers with the body: Dot 1: Raise the left hand above the head and slightly to the left. Dot 2: Move the hip to the left. Dot 3: Place left foot out to the left. Dot 4: Raise the right hand above the head and slightly to the right. Dot 5: Move the hip to the right. Dot 6: Place the left foot out to the right. Then, take turns pulling letters from cup and individuals create the letter with their body. Please note: For letters that need both dot two and dot five (such as g, h, j, q, r, and w), individuals will need to alternate (move) their hips to the right and the left. If using the Braille Rap Song – move your body to form the letters then do the actions stated in the song. [Return to top] Braille FlashcardsTo encourage tactual Braille reading, make Braille flash cards out of old playing cards. Cut the old playing cards in half or buy small party cards. Braille flashcards need not be large. Emboss the Braille so that the dots are read on the backside of the cards. The visual clutter on the card discourages the low vision reader from trying to read the Braille with his or her eyes. Rather, it encourages tactual reading. Cut the top right corner of the cards so that one is able to determine which way is up. Place a full cell before dropped contractions so one is able to determine the contraction is a dropped contraction and/or only found at the sentence. Place a full cell before and after contractions that are found in the middle of the word such as “gg”. Place a full cell after the contraction if that particular contraction is only found before a word such as “to”. [Return to top] Introduce Positive Blind Role ModelsAshleah & Merry-Noel Chamberlain with Dr. Maurer, President of the National Federation of the Blind, and his wife. Ashleah Chamberlain kisses Dr. Nemeth, the inventor of the Nemeth Code used for mathematical equations for blind individuals. [Return to top] Be involved in a Saturday SchoolThis is a great way to meet other families who have children who are blind, successful blind role models, and learn about blindness. Below, a child enjoys meeting Santa, who happens to be blind, at Saturday School in Des Moines, Iowa. Below an adult, who happens to be blind, reads a Christmas story in Braille to the children. http://www.iowasaturdayschool.com/Default.aspx [Return to top] Games can Encourage Score Keeping Skills and Introduce the AbacusBeginners Abacus [Return to top] Related Links NFB NBPCB LCB National Reading Media Assessment Surveys for Parents & Teachers LA Tech Home inShare Louisiana Tech University adheres to the equal opportunity provisions of federal and civil rights laws, and does not discriminate on the basis of race, color, national origin, religion, age, sex, sexual orientation, marital status or disability. The Title IX Coordinator is Carrie Flournoy, President's Office, P.O. Box 3168; phone: (318) 257-3785; e-mail flournoy@latech.edu PDRIB - Louisiana Tech University © 2004-2018 Institute on Blindness keeping, assessment, and so forth. These are provided for readers' use and may be copied for educational purposes.THE BRAILLE READING TEACHER'S BOOKSHELFThe BookshelfWith a few exceptions, the following books deal with the braille code or braille reading and are recommended for teachers to use as references. Also included are videos and a few books that deal with reading in general.
Anderson, R. D., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers. The report of the Commission on Reading. Washington, DC: National Academy of Education, National Institute of Education. Barth, J. (n.d.) Tactile graphics guidebook. Louisville, KY: American Printing House for the Blind. Braille Authority of North America. (1994). English braille, American edition. Louisville, KY: American Printing House for the Blind. Braille Revival League of California. (1991). Braille: The key to literacy and independence. Danville, CA: Braille Publishers. (Available from American Council of the Blind.) Burns, M. F. (1991). The Burns braille transcription dictionary. New York: American Foundation for the Blind. Code of textbook formats and techniques. (1977). Louisville, KY: American Printing House for the Blind. Edman, P. K. (1992). Tactile graphics. New York: American Foundation for the Blind. Galvin, J., & Scherer, M. (1996). Evaluating, selecting, and using appropriate assistive technology. Gaithersburg, MD: Aspen. Harley, R. K., Truan, M. B., & Sanford, L. D. (1997). Communication skills for visually impaired learners. Springfield, IL: Charles C Thomas. Koenig, A. J., & Farrenkopf, C. (1994). Providing quality instruction in braille literacy skills: Companion guide to invitations: Changing as teachers and learners K-12. Houston, TX: Region IV Education Service Center. Koenig, A. J., & Holbrook, M.C. (1995). Braille enthusiasts' dictionary. Nashville, TN: SCALARS Publishing. Koenig, A. J., & Holbrook, M. C. (1993). Learning media assessment of students with visual impairment: A resource guide for teachers. Austin, TX: Texas School for the Blind and Visually Impaired. Mangold, P. (1993). Teaching the braille slate and stylus: A manual for mastery (rev. ed.) Castro Valley, CA: Exceptional Teaching Aids. Mangold, S. S. (Ed.) (1982). A Teachers' guide to the special educational needs of blind and visually handicapped children. New York: American Foundation for the Blind. Mangold, S. S., & Pesavento, M. E. (1994). Personal touch [videotape]. Winnetka, IL: Hadley School for the Blind. Mangold, S. S., & Pesavento, M. E. (n.d.) Teaching the braille slate and stylus [videotape]. Castro Valley, CA: Exceptional Teaching Aids. Miller, W. H. (1993). Complete reading disabilities handbook. West Nyack, NY: Center for Applied Research in Education. Olson, M. R. (1981). Guidelines and games for teaching efficient braille reading. New York: American Foundation for the Blind. Rex, E. J., Koenig, A. J., Wormsley, D. P., & Baker, R. L. (1994). Foundations of braille literacy. New York: AFB Press. Routman, R. (1994). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann. Stratton, J. M., & Wright, S. (1991). On the way to literacy. Louisville, KY: American Printing House for the Blind. Understanding braille literacy [videotape]. (1993). New York: AFB Press. UNESCO. (1990). World braille usage. Washington, DC: National Library Service for the Blind and Physically Handicapped, Library of Congress. Refresher Courses and Materials for Self-Study of the Braille CodeIn addition to the materials listed here, the National Library Service for the Blind and Physically Handicapped and the Hadley School for the Blind (see the "National Organizations" section) offer correspondence courses in braille. Ashcroft, S., Henderson, F., Sanford, L., & Koenig, A. J. (1994). New programmed instruction in braille (2nd ed.). Nashville, TN: SCALARS Publishing. Kapperman, G., et. al. (1995). The computerized braille tutor. Alexandria, VA: Association for Education and Rehabilitation of the Blind and Visually Impaired. Pesavento, M. E. (1993). Braille codes and calculations. Castro Valley, CA: Exceptional Teaching Aids. Risjord, C. (1995). Literary braille refresher course for teachers and transcribers. Rochester, NY: National Braille Association. Teaching Beginning Braille Reading – Some Teaching Strategies
The majority of Victorian students with vision impairments, including those who are blind, are enrolled full-time in their local schools. The students you are teaching may be beginning readers or may be older students who are making the transition from print to braille. Here are some strategies that will support your teaching. For Braille Beginners
Create a grid and tally student successes. Student Name:
Grade: School: School Year: Assessor: Skill: Identifies Braille Letter Dat e A E H K M R S W Z C D I J N P T V Y B F G L O Q U X Key: I – Letter Introduced / - Identified with Assistance X – Identified Independently |
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