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Promising Practices for Transcribing Early Literacy Textbooks
Kindergarten, First, Second, and Third Grades

Also available in PDF and braille (.brf) formats!

DRAFT: March 2009

The document on this webpage is being revised by the Braille Authority of North America (BANA) and its committees. Research and field use has made some relevant suggestions that will make this document a better tool for transcribing early literacy materials. Those items under revision are indicated by highlighting or comment. Please watch for updates to this document during 2009.

This is a draft document developed with members of the BANA Early Materials Production Committee and an APH focus group, assigned the task of writing guidelines to transcribe early literacy textbooks. Focus group participants were transcribers, teachers of the visually impaired, reading specialists, and literacy experts. These practices will serve as a testing ground for the proposed BANA Guidelines for Transcription of Early Literacy Materials.

Each transcriber connected with an agency should check with their agency to ascertain permission to apply these practices. We would encourage agencies to approve the use of these practices to enable a broader testing field.

For up to date revisions of these practices visit the Accessible Textbooks Department web page by going to www.aph.org. Click the Accessible Textbooks Department banner and you will find the title Promising Practices for Transcription of Textbooks for Kindergarten, First, Second, and Third Grade listed.

Questions or suggestions should be submitted to Betsy Burnham at bburnham9@comcast.net. Please type Early Literacy in subject line.

The following must appear on the Transcriber's Note Page in each braille volume:

This volume has been transcribed according to the provisional guidelines for Transcribing Early Literacy Materials (March 2007) set forth by the Braille Authority of North America (BANA) and the American Printing House for the Blind (APH).

A print copy of the special symbols and transcriber's note page will be included with each volume in a section titled Teacher Reference Materials. This section contains a Special Symbols Page and a Transcriber's Note page. The Transcriber's Note page of this section will be a print copy of the braille Transcriber's Note page with the addition of all of the transcriber's notes (tns) found in that volume. The print page number on which a tn appears will be listed followed by the actual tn.

Underlying Principles to Consider When Transcribing Early Literacy Materials

Transcribers must always consider that students who are blind or visually impaired gather information differently than the sighted students for whom the book was designed.

It is essential that a transcriber acknowledge that young children with normal vision gain knowledge and learn many things incidentally: i.e. by means of watching others and then mimicking the movements or activities they have observed. The child with a visual impairment may need direct teaching for those activities. The world of the child for whom we transcribe is experienced through direct touch, sound and/or smell and the formatting decisions the transcriber makes should reflect the learning style of the reader.

Tactile Graphics

Early literacy texts are very visual in nature. The transcriber must constantly ask himself/herself why a picture or graphic is present on a print page. The interpretation and reading of a tactile graphic is a skill that must be taught to a braille reader. Students in grades K-3 are developing skills to read tactile graphics and may need assistance in interpreting the information being presented, depending on the complexity of the tactile graphic. Descriptions of graphics are very limited by the reading level of these books. At each elevation of grade level there can be fewer limitations. It is a very difficult task deciding which graphics to include, at the lower grade levels.

The student must be introduced to tactile representation, but this must be done with assistance and in a progression from very basic to more complex. Further research and study are needed in this area in order to help establish the acceptable degree of complexity at a specific grade level.

In the interim, the Early Literacy Materials Production committee (ELMP) has determined the omission of tactile graphics that require the student to name the object depicted in a picture or drawing is necessary. Very basic shapes can be depicted in a tactile graphic for grades K-1 and more complex grids and even maps can be included by grade 3. The transcriber's note "Ask" or "Ask your teacher for help" is included before each graphic, as the student may need assistance to understand either the graphic or its purpose. We do not want to give the classroom teacher the impression that the student will understand what a tactile graphic represents, without assistance.

Emphasis or Typeface Indicators

The inclusion of emphasis symbols (italics, bold, underlining) is still under research. It is particularly important when first learning to read that the shape or "look" of a word remain consistent. To precede a word with a braille emphasis indicator changes the "shape" of the word, making the word less familiar and recognizable.

Until further research is completed, and a final recommendation made, the committee has given a gradual introduction of these symbols by grade level. When such symbols are used they need to be included on the Special Symbols page. The teacher must, teach the symbols themselves and relay what italicized, bold-faced type and underscoring are, or mean, when found within text.

Teacher's Reference Materials

One of the more unique features suggested in this document is the inclusion of Teacher's Reference Materials. These are print pages that contain information found on the Special Symbols and Transcriber's Note pages of the braille volume. A listing by print page number of each instance of the transcriber's notes "Ask" or "Ask your teacher for assistance" is given. On a new line the reason for that note is given: ie. activity omitted-verbal description or alternate activity needed; graphic omitted-model or verbal description needed; or graphic included-assistance may be needed, is included. The purpose of this information is to allow the VI teacher to plan the instruction of a special symbol, the preparation of an alternate activity or verbal description, the gathering of models that may be needed, or when his or her presence is necessary for assistance.

Note for Tactile Graphics

Some diagrams, maps, and/or graphs are presented as tactile graphics. Students in grades K-3 are developing skills to read tactile graphics and may need assistance in interpreting the information being presented.

Note for Omitted Pictures to be Named.

Throughout the volume there are several pages containing pictures for the student to identify by name. Most braille readers at this grade level are not able to identify two-dimensional drawings as objects. These pictures are omitted. It is suggested the actual item, model or a verbal description be given to the student.

Note for Workbook Not Being Brailled as Consumable

Most of the directions within this book are not appropriate for the braille reader, as he/she will not be writing in this book. The directions are brailled as they appear in print. Therefore, the braille reader will need adapted directions from the VI teacher or paraprofessional.

The ELMP committee obviously cannot supply examples of every format or activity that a transcriber may come upon. However, we do feel that with the examples and guidelines given and the consideration of the underlying principles, better decisions can be made by transcribers.

BANA Ad-Hoc Committee for Early Literacy Materials Production Members:

• Betsy Burnham-chair 2003-
• Susan Christensen 2003-
• Jeri Cleveland 2003-2006
• Marcia Nigro Dresser 2003-2006
• Warren Figueiredo 2003-
• Ann Kelt 2003-
• Ann MacCuspie 2003-
• Edie Mourre 2003-2006
• Mila Truan, Ed.D. 2003-2006
• Lynn Vuocolo 2003-2006

All items followed by an asterisk (*) are changes to this document since the last posting.

Physical Page Attributes:

• Size
  
  
  • Kindergarten, First and Second Grades: 11" x 11 ½" (40 cells across, 25 lines down) 50 pieces of braille paper
    
    
  • Third Grade and all Math: 11" x 11 ½" (40 cells across, 25 lines down) 70 pieces of braille paper
    
    
• Embossing
  
  
  • All Grades: Interpoint or single side (Agency decision) .
  
  
  
• Spacing
  
  
  • All Grades: Words should not be divided.
    
    
  • Kindergarten and First Grade:
    
    
    • Double-spaced (results in 10 braille lines per page)
      
      
    • Never more than 1 blank line between lines (this includes headings).
      
      
    • Single space Title page*
      
      
    • Single-space for puzzles
      
      
    • Single-space spatial problems in math textbooks
      
      
    • Single-space all Keys
    
    
    
  • Second and Third Grades:
    
    
    • Single-space
      
      

Formatting:

Follow rules set forth in Braille Formats: Principles of Print to Braille Transcription, unless specified below.

There are to be no transcriber's notes in kindergarten books except the following, which is to be placed at the left margin.

Kindergarten (at left margin):

The transcriber's note is expanded for grades 1-2 and is placed in cells 7 with runovers in cell 5 (7-5). Frequently the need for keys before tactile graphics and some tables will need to be included. The placement for keys should reflect the guidelines found in Braille Formats: Principles of Print to Braille Transcription. Preceded by the "Ask" tn.

First -Second Grades (7-5):

Third Grade

In third grade the reason for the need for help may be added, this would also include a key for a graphic. The reasons must be written in the same language and grade level as the textbook itself.

Formatting (cont.):

Name and Date

Frequently, at these grade levels, the words Name and Date followed by an area to be filled in appear at the top of print pages. Often, print books with this format are not brailled as expendable or consumable material. The inclusion of this format is to be considered a teaching method for emphasizing the need for ones name and date to appear on every page handed in to the teacher. Therefore, the words Name and Date are to be included in the transcriptions of these books for grades K-3, blocked in cell 1.

Activities to Omit:

All omissions are to be stated on a print Teacher Reference Materials (see Sample of Teacher Reference Materials).

• Kindergarten-Third Grade:
  
  
  • Activities requiring visual discrimination (see Example 1)

    Example 1: Sample Visual Discrimination Activity
    
    This graphic has both text and images. The text is described below. The images are in two sections. The first section shows the common images used to designate 'Walk', 'No Bicycles', and 'Handicapped Access'. The second section shows a sequence of four images that demonstrate how to fold a piece of paper into an airplane.

    Kindergarten:
    
    Following Picture Directions Sometimes words are not needed to give directions. A picture or symbol can let you know what to do. Colors can also be used. Look at these examples. What does each picture mean? Ask. (Transcriber's notes symbols are before and after this word in braille.) A set of pictures can show you how to do or make something. Each picture shows you one step. Try It Together Talk about these picture directions with your class. What do they show you how to make? What do you need to make it? What details do you notice in each picture? Work with a classmate to follow the directions. Ask. (Transcriber's notes symbols are before and after this word in braille.)

    First and Second Grade*
    Retain the double-spacing for first grade, change to singlespacing for second grade. For both grades expand the transcriber's note to the following:
    

    Third Grade*
    
    Following Picture Directions Sometimes words are not needed to give directions. A picture or symbol can let you know what to do. Colors can also be used. Look at these examples. What does each picture mean? Ask your teacher for help. Pictures (Transcriber's notes symbols are before and after this sentence in braille.) are omitted. (Ending Transcriber's notes symbol) A set of pictures can show you how to do or make something. Each picture shows you one step. Try It Together Talk about these picture directions with your class. What do they show you how to make? What do you need to make it? What details do you notice in each picture? Work with a classmate to follow the directions. Ask your teacher for help. Pictures (Transcriber's notes symbols are before and after this sentence in braille.) are omitted. (Ending Transcriber's notes symbol)

  • Handwriting activities (see Example 2)

    Example 2: Sample Handwriting Activities
    
    Image shows an example sentence--"they came to pet cows"--printed above two blank lines of handwriting paper

    Kindergarten:
    

    First and Second Grades
    

    Third Grade
    

  • Letter recognition activities
    
    
  • Modifications of the standard alphabet (no braille equivalents) (see Example 3)

    Example 3: Sample Modifications of the Standard Alphabet
    
    This graphic has both text and images. The text reads "Moses plays on his new drum. He can't hear the sounds he is making because he is deaf, but he feels the vibration of the drum through his hands. He has taken off his shoes so he can feel it through his feet, too." This text is followed by three cartoon pictures of a boy with round glasses and a backward-turned baseball cap demonstrating sign language: "I", "PLAY", and "THE DRUM".

    Kindergarten:
    
    Moses plays on his new drum. He can't hear the sounds he is making because he is deaf, but he feels the vibration of the drum through his hands. He has taken off his shoes so he can feel it through his feet, too. Ask. (Transcriber's notes symbols are before and after this word in braille.)

    First Grade*
    To be transcribed double-spaced with expanded transcriber's note and inclusion of the picture caption.
    
    Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.) Caption: I play the drum

    Second Grade
    
    Moses plays on his new drum. He can't hear the sounds he is making because he is deaf, but he feels the vibration of the drum through his hands. He has taken off his shoes so he can feel it through his feet, too. Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.) Caption: I play the drum

    Third Grade
    To be transcribed the same as the transcription for second grade with addition to transcriber's note.
    
    Ask your teacher for help. Picture is omitted. (Transcriber's notes symbols are before and after these sentences in braille.)

  • Stories told exclusively with pictures (see Example 4)

    Example 4: Sample Stories Told Exclusively with Pictures
    
    This graphic has both text and images. The text is described below. The images are in two three-panel sections apparently meant to tell the same story, but using different settings. The first section shows a frog and a rabbit interacting in a rainy urban setting. The second section shows the characters in a sunny rural setting.

    Kindergarten:
    
    Think and Discuss Ask. (Transcriber's notes symbols are before and after this word in braille.) What are the frog and rabbit like in this first set of pictures? What are they like in the second set? How do the pictures change your ideas about the setting and the characters in the story your teacher read?

    First and Second Grades
    Retain the double-spacing for first grade, change to singlespacing for second grade. For both grades expand the transcriber's note to the following:
    
    Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.)

    Third Grade
    
    Think and Discuss Ask your teacher for help. Pictures are omitted. (Transcriber's notes symbols are before and after these sentences in braille.) What are the frog and rabbit like in this first set of pictures? What are they like in the second set? How do the pictures change your ideas about the setting and the characters in the story your teacher read?

  • Activities requiring the drawing of shape configurations to identify words (i.e. puzzle shapes, circles, squares, triangles) (see Example 5)

    Example 5: Sample Drawing Activities
    
    This graphic has both text and images. The text reads "Match the Shape Write the spelling word that completes the sentence and matches the shape. 4. We had to wait in line for a very ---- time. 5. Chang ate a drumstick, and Sam ate a ----." In the sentences, the letters of the missing words are replaced by boxes that indicate the general shape and size of the letters omitted.

    First Grade
    
    Match the Shape Write the spelling word that completes the sentence and matches the shape. Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.) 4. We had to wait in line for a very ---- time. 5. Chang ate a drumstick, and Sam ate a ----.

    Second Grade*
    Transcribe as shown for first grade with single-spacing.

    Third Grade
    
    Match the Shape Write the spelling word that completes the sentence and matches the shape. Ask your teacher for help. The shapes are omitted. (Transcriber's notes symbols are before and after these sentences in braille.) 4. We had to wait in line for a very ---- time. 5. Chang are a drumstick, and Sam ate a ----.

  • Activities requiring matching pictures to words or sentences (see Example 6)

    Example 6: Sample Matching Activity
    
    This graphic has both text and images. At the top, the text directions read "Read the words in each box. Draw a line from the correct word to the picture." This is followed by eight boxes, each containing a pair of words and a picture as follows: jet, jug, picture of jet; rug, rig, picture of rug; bug, bag, picture of bug; mat, mug, picture of mug; nut, not, picture of nut; hit, hut, picture of hut; hug, hog, picture of hug; cut, cat, picture of cat.

    Kindergarten:
    
    Read the words in each box. Draw a line from the correct word to the picture. Ask. (Transcriber's notes symbols are before and after this sentence in braille.) jet jug rug rig bug bag mat mug nut not hit hut hug hog cut cat

    First and Second Grades
    Retain the double-spacing for first grade, change to singlespacing for second grade. For both grades expand the transcriber's note to the following:
    
    Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.)

    Third Grade
    
    Read the words in each box. Draw a line from the correct word to the picture. Ask your teacher for help. The pictures are omitted. (Transcriber's notes symbols are before and after these sentences in braille.) jet jug rug rig bug bag mat mug nut not hit hut hug hog cut cat

  • Dot-to-Dot puzzles
    
    

• Kindergarten:
  
  
  • Omit all emphasis.
    
    
  • Omissions are to be stated on the print Teacher Reference Materials page(s).
    
    
• First Grade:
  
  
  • Use only dots 46 for emphasis (place this indicator on the special symbols page).
    
    
• Second and Third Grades (only):
  
  
  • Dots 46 for most emphasis (place this indicator on the special symbols page.)
    
    
  • Sentences containing more than one distinctive emphasis (italics, bold, underlined, color) should be written twice. First, before the activity, place the tn "Ask your teacher for help".Write the sentence margins 1-5, with no emphasis shown. Then repeat the sentence, margins 3-7, showing all distinctive emphasis as indicated by Braille Formats.
    
    
    • Example:
      
      
      She fixes dinner.
      
      
      
  • Highlighted or colored words are to be indicated by color indicators (these indicators are to be on the Special Symbols Page—ink-print and braille). See Rule 3 Section 2 of Braille Formats.
    
    
    • Example:
      
      Some stories, like the one you just heard, have only words. When you read or hear them, you must create pictures of the characters and places in your mind.
      
      
      
      

• Kindergarten and First Grade:
  
  
  • All emphasis is omitted
    
    
  • A transcriber's note of explanation is to be written on the Teacher's Reference Page regarding the omission of part-word emphasis.
    
    
  • In cases where the student may be referred to the letters emphasized a transcriber's note should be written in the student copy.
    
    
  • Example:
    
    
    • Kindergarten (at left margin):
      
      
      
    • First Grade: (7-5):
      
      
      
• Second and Third Grades:
  
  
  • A note should appear within the Teacher's Reference pages explaining the format used.
    
    
  • Prior to the paragraph, sentence etc. containing part-word emphasis write a transcriber's note
  • Follow the provisions given in Rule 3 Section 4c of Braille Formats.

• Kindergarten:
  
  
  • omit
    
    
  • Place a note on the Teacher's Reference Page stating the omission of all pictures and captions.
    
    
  • If text asks questions about the photograph (see Example 7) write the following transcriber's note:
    
    
• First-Third Grade:
  
  
  • Do not describe the photograph.
    
    
  • If there is a caption braille the caption preceded by the word "Caption:"(see last line of Example 3)
    
    
  • If text asks questions about the photograph (see Example 7)
    
    

  Example 7: Sample Pictures to Omit
  
  This graphic contains both pictures and text. See description below.

  First and Second Grades:*
  Same as below with the following exceptions:
  Double-spacing for first grade.
  Single-spacing for second grade.
  Delete "The pictures are omitted" from the tn.

  Third Grade
  
  Trying the Skill Ask your teacher for help. The pictures are omitted. (Transcriber's notes symbols are before and after these sentences in braille.) These pictures show two houses where Robert's uncle lived. The top picture shows the first house he lived in. The bottom picture shows the house Robert's uncle lives in today. 1. Tell how the pictures of the houses are alike. 2. Tell how they are different. 3. Think about the rooms in your school. How are they alike? How are they different?

• Kindergarten
  • Omit Activity (insert "Ask." transcriber's note.)
• First-Third Grades:
  
  
  • Leave text as is (see Example 8). Insert the transcriber's note. "Ask your teacher for help."
    
    

  Example 8: Sample "Draw Instruction" Activity
  
  This graphic contains both pictures and text. See description below.

  First and Second Grades:
  Same as below with the following exceptions:
  Double-spacing for first grade.
  Single-spacing for second grade.
  Delete "The pictures are omitted" from the tn.

  Third Grade
  
  Explore Your Topic Ask your teacher for help. The pictures are omitted. (Transcriber's notes symbols are before and after these sentences in braille.) 1 Think about your topic. Picture the steps in your mind. 2 Draw pictures of the steps. Write a few words about the pictures. Picture: Dress snowman. Picture: Stack snowballs. Picture: Add arms and face. Picture: Make balls of snow. 3 Use your pictures to explain each step to a partner. Does your partner have any questions? See page 14 for other ideas for exploring your topic.

• Kindergarten, First and Second Grades:
  Precede each puzzle with the transcriber's note "Ask." at the left margin (Kindergarten) or Ask your teacher for help--7-5 (First and Second Grade). On the Teacher's Reference Page include a note regarding the omission of, or the format for, each type of puzzle in that volume.
  
  
  • Jigsaw—list the words
  • Crossword—omit
  • Configuration boxes—treat as "fill in the blank". DO NOT draw shapes (see Example 5).
  • Word Search—single spacing, no letter signs
  • Dot-to-Dot—omit
  • Puzzle shapes for building vocabulary can be handled by listing the vocabulary words (see Example 9).
  • The Teacher's Reference page should indicate that the student may need help in tracking any columns.
  
  
  
• Third Grade:
  Precede each puzzle with a transcriber's note explaining the format for each type of puzzle in that volume.
  
  
  • Jigsaw—list the words
  • Crossword—follow Braille Formats Rule 16 Sections 2
  • Configuration boxes—treat as "fill in the blank". DO NOT draw shapes (see Example 5).
  • Word Search—single spacing, no letter signs
  • Dot-to-Dot—omit
  • Puzzle shapes for building vocabulary can be handled by listing the vocabulary words (see Example 9).
  • The Teacher's Reference page should indicate that the student may need help in tracking any columns.

  Example 9: Sample of Puzzle Shapes for Building Vocabulary
  
  This graphic contains both pictures and text. At the top the text directions are: "Puzzle Fun Find the shapes with words that show ownership. Color them orange. Then complete the sentences below." The list of words in the shapes can be found below. If the correct shapes are colored, the puzzle reveals a picture of a cat.

  Kindergarten
  
  Puzzle Fun Find the shapes with words that show ownership. Color them orange. Then complete the sentences below. Ask. (Transcriber's notes symbols are before and after this sentence in braille.) in be my she the her he me your his our their its tall he it shout ate

  First and Second Grades
  Retain the double-spacing for first grade, change to single-spacing for second grade. For both grades expand the transcriber's note to the following:
  
  Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.)

  Third Grade
  
  Puzzle Fun Find the shapes with words that show ownership. Color them orange. Then complete the sentences below. Ask your teacher for help. The puzzle is omitted. The words are listed below in two columns. (Transcriber's notes symbols are before and after these sentences in braille.) in be my she the her he me your his our their its tall he it shout ate

• Kindergarten-First:
  
  
  • Omit. The Teacher's Reference Page should contain a note explaining that all footnotes are omitted.
    
    
• Second-Third Grade:
  
  
  • Place braille reference and/or note indicator at the point of reference.
  • Place braille reference and/or note indicator immediately below the paragraph in which the reference occurs.
  • The braille reference indicator, margin 7-5 precedes the footnote. Reference indicators should be listed on the Special Symbols page.
    
    

• Kindergarten and First Grade:
  
  
  • No more than two columns across
    
    
  • A transcriber's note "Ask." (kindergarten) or "Ask your teacher for help" (First Grade) should appear in the braille copy prior to the columns.
    
    
  • The Teacher's Reference page should indicate that the student may need help in tracking the two columns.
    
    
• Second and Third Grades:
  • No more than 4 columns.
    
    

• Kindergarten and First Grades:
  
  
  • Omit.
    
    
  • A transcriber's note, "Ask" or "Ask your teacher for help" should appear in the braille copy.
    
    
  • The Teacher's Reference page should indicate that there are no braille symbols for proofreading or editing marks. The teacher should give the student instructions in the line-number method or the method she/he prefers.
  
  
  
• Second and Third Grades:
  
  
  • Use the "line-number" method (see Example 10).
  • The following transcriber's note for the braille and the Teacher's Reference Page is suggested.
    There are no proofreading marks in braille. Draft (original) sentences are brailled first, under the heading "Draft". The line numbers, with each paragraph beginning with line 1, are listed and followed by the changes to be made.
    
    

  Example 10: Samples of Line-Number Method for Proofreading/Editing Symbols
  
  This graphic contains two types of text--directions for the exercise and an example pair of edited sentences. The directions read "Draw a line under the first few words of each sentence in your story. If two or more sentences start the same way, begin them in different ways.". The sentences to be edited read "I was an elf in a show at summer camp. I was supposed to sneak into the shoemaker's shop." 'I was' in each sentence has been underlined. In the first sentence, 'was' has been crossed out and replaced by 'played'. In the second sentence, 'was supposed to sneak' has been crossed out and replaced by 'sneaked'.

  Second and Third Grades
  
  Ask your teacher for help. (Transcriber's notes symbols are before and after this sentence in braille.) Draft I was an elf in a show at summer camp. I was supposed to sneak into the shoemaker's shop. Line 1: Delete: was Replace with: played Line 2: Delete: was supposed to sneak Replace with: sneaked Corrected I played an elf in a show at summer camp. I sneaked into the shoemaker's shop.

©2008, American Printing House for the Blind, Inc.