Pre-Braille Activitiesby Carmen Willings
teachingvisuallyimpaired.com Updated May 16, 2024 The Braille CellThe first step in instructing students in the braille code is to teach the student the dot positions within the braille cell. Although it is possible to read braille without knowing the dot numbers, knowing the positions will help in instructing the student in how to form the various letters and symbols. Learning the numbers associated with the braille cell is typically a quick lesson but lays the foundation for future lessons.
Braille Cell Odd One OutEncourage the student to explore braille letters and words and identify different letters/words from identical letters/words. Extend the activity by selecting a keyword from the unit. Write the word several times in a row with one word that is different. Encourage the student to track along the row and locate the word that is different from the others.
Braille Letter PracticeWhen you are first introducing a current print reader to the braille code, you will need to spend time instructing the student in the formation of the letters. Begin with teaching letters “a” through “j”. Utilize readily available braille models that can be manipulated or create your own using muffin tins, half a dozen egg cartons or other materials that resemble a braille cell.
Create a pegboard that has been cut to six holes resembling a braille cell or cover other areas of the pegboard so only six holes are exposed. Provide the student with pegs and challenge the student to create braille letters upon request. Some students may enjoy practicing braille using braille apps. These apps can be used beyond instruction time to practice skills taught during lessons. Once the student has learned the first ten letters, demonstrate how adding a dot three to each of the letters will form the next ten letters. Continue practicing forming the letters until the student is confident and consistently successful in forming them. Braille Discrimination SkillsBuilding braille tactual discrimination skills for visual learners can sometimes be challenging. Intentionally incorporate tactual learning in tandem with instruction with the braille code. It will generally only take a lesson or two to teach the student to track along a line of braille but will take longer to build tactual discrimination of letters and words. To minimize the desire the student has for visually reading the braille, create a braille reading box by cutting the ends off a shipping box, placing drawer liner on the bottom for stability. Allow the student to decorate the box giving the student the ability to keep it simple or to make it unique.
Braille Cell CountingObtain a 6-count muffin tin and metallic or silicone baking liners (these are sturdier than the paper liners). Print and place the numbers 1-6 in the bottom of the liners in print and braille. Provide the student with objects to count. Encourage the student to pace the liners in the correct order (corresponding to the dot positions in a braille cell) and then place the correct number of items in each cup.
Hidden WordSelect several words related to the unit of study. Create a worksheet using tracking lines to guide the student as the student searches for the letters that form the word. Provide a space on either side of the letters. Challenge the student to identify the letters and then identify the word. Place the page inside a folder and have the student discriminate the letters, contractions or words presented.
Braille Tracking PatternIt is important to teach correct finger and hand use when instructing a student in braille reading. Different students will use different types of hand movement patterns to read braille. The most efficient pattern is to use a scissor type pattern, moving both hands together. The left-hand reads to the middle of the line, then the right-hand takes over and reads to the end of the line while the left-hand returns to the next line and begins to read independently of the right. The hands meet in the middle of the line of braille and then separate. Light finger touch is also critical for students to acquire.
It is important as a student is learning braille to discourage scrubbing. Scrubbing is when the hands and fingers move back and forth or up and down unnecessarily on the braille line and interferes with proper tracking skills. In early literacy activities, these movements may indicate that the student needs additional practice in tracking lines while tactually discriminating likeness and differences between characters and words. From Here to There TrackingSelect a keyword from the unit of study. Create a worksheet using embossed tracking lines to guide the student as the student searches for the keyword that is presented at different places on each row. Leave a space before and after each keyword and double or triple space the rows until the student gains fluency.
Prompt the student to track along the line using a light touch and locate the keyword on each line. Provide lines of different lengths. Alternatively, place symbols along the line on different symbols and challenge the student to identify the symbol that is different from a group of symbols. Extend the activity by presenting more key words on a line and encouraging the student to identify how many times they located the keyword. |
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