Section 17
 Spelling Lists and Activities

17.1       Fundamentals
17.2       Spelling Word Lists
17.3       Word Lists Used with Activities
17.4       Word Lists with Partial Emphasis
17.5       Marked Words in a List
17.6       Definition Lists
17.7       Word Lists in Foreign Language Texts
17.8       Syllabified Words
17.9       Blanks and Omissions
17.10     Intentional Errors
17.11     Crossed-Out Letters
17.12     Insertions
17.13     Nonalphabetical Signs
17.14     Samples

17.1    Fundamentals

17.1.1
Spelling texts, also referred to as spellers, include a variety of teaching methods (e.g., emphasis of certain letters, omission of letters, scrambled letters, deliberate misspellings, etc.) to reinforce the proper spelling of a word. This section applies only to these types of situations, in which the spelling or the formation of the word is the most important consideration.
17.1.2
A Braille Reader's Perspective. Uncontracted braille is a key element that aids the reader in using spellers. Care must be taken to ensure the appropriate use of uncontracted vs. contracted braille.

17.2    Spelling Word Lists

17.2.1
Word lists, appearing typically at the beginning of chapters or lessons, may be intended to teach how each word is spelled. These are called spelling word lists. Another kind of word list, called a vocabulary word list, may be included for the purpose of teaching their meanings. These are treated as simple lists in braille. (See Formats, §8, Lists.)
17.2.2
One of the difficulties in working with spelling word lists is determining if the words, or even just sets of letter combinations, should be contracted. A spelling list appears typically at the beginning of a chapter or lesson, identifying the words to be studied. It may be a simple list of words, or may be focused on a specific set of letter combinations. As the first word list in the lesson, it is considered the spelling word list.

a.  Ignore font attributes used for entire spelling word lists.

b.  List spelling words vertically using 1-3 margins.

c.  Contract the first writing of the spelling word or phrase.

d.  Repeat the words/phrases in uncontracted braille.

e.  Leave one blank cell between the contracted and uncontracted words. When the list consists of phrases, leave two blank cells between the phrases.

f.  A list of spelling words may appear again in the lesson, either as a partial or complete list, often as a boxed sidebar. Repeat such word lists as they appear in print using contracted braille only.

g.  Longer word lists, showing only the contracted form, may be changed to columns. This is not recommended for early grade material.


(See Sample 17-1: Spelling List on page 17-14.)

17.3    Word Lists Used with Activities

17.3.1
Spelling books are full of activities to support learning. The activity heading and/or directions are used to help determine if the word list needs to be contracted or uncontracted.
17.3.2
Uncontracted Activity Word Lists. The following words/phrases are typical terminology indicating the word list should be uncontracted.

Alphabetize
Letter order
Look it up in the dictionary
Match letters
Misspelled
Scrambled
Spelled differently
Start with the same letter
Write the base word
Word search puzzle

(See Sample 17-2: Activity Word List for Alphabetizing on page 17-15, Sample 17-3: Pronunciation Words in a List on page 17-16, and Sample 17-4: Scrambled Words on page 17-17.)
17.3.3
Contracted Activity Word Lists. Word lists with activities centered around the use of the words usually are contracted. Sample key phrases indicating the word list should be contracted include:

Write a word that means the same.
Write the missing word.
Write the word that belongs.
Write the word that rhymes.

(See Sample 17-5: Activity Word List on page 17-18.)

17.4    Word Lists with Partial Emphasis

17.4.1
Word lists may focus on certain aspects of spelling by use of partial emphasis.

a.  Follow print for emphasis.

b.  Transcribe each word contracted, uncontracted, and uncontracted with partial emphasis.

c.  If required, insert the appropriate termination indicator to indicate the end of the emphasis in a partially emphasized word.

d.  Leave one blank cell between each spelling of single words. Leave two blank cells between phrases.

e.  List all words and/or phrases vertically using 1-3 margins.


(See Sample 17-6: Word List with Partial Emphasis on page 17-19.)

17.5    Marked Words in a List

17.5.1
When items in a list are marked with a special shape or icon, follow print for the symbol used. If a print symbol does not have a corresponding symbol in braille, devise a symbol using a shape indicator or a transcriber-defined symbol indicator. (See UEB, §3.26, Transcriber-defined Symbols.)

a.  Begin the symbol or icon in cell 1 followed by at least one space.

b.  Align the beginning character of all items. Begin runovers two cells to the right of the beginning of the items.

c.  Transcribe multi-column lists with marked items vertically.

d.  List all symbols/icons on the Special Symbols page, or in a transcriber's note before the text. Exception: The bullet symbol (dots 456, 256) is not required to be listed on the Special Symbols page.


(See Sample 17-7: Word List with Two Different Print Symbols on page 17-20.)

17.6    Definition Lists

17.6.1
Entry words are contracted only, and are not repeated in uncontracted form.

a.  Ignore entry word font attributes, except when distinction is required, e.g., foreign words.

b.  Leave one blank cell between an entry word and its definition when the entry word is followed by punctuation, or if the definition starts with an uppercase letter.

c.  Leave two blank cells between entries and definitions when the entry words are phrases instead of individual words, if they are not followed by punctuation, or if the definition begins with a lowercase letter.


(See Sample 17-8: Definition List with Two Spaces After Entry Word on page 17-21 and Sample 17-9: Word Usage List on page 17-22.)

17.7    Word Lists in Foreign Language Texts

17.7.1
Vocabulary lists or word lists are often found at the beginning or end of individual chapters or lessons in foreign language materials. Follow print for placement.
17.7.2
Transcribe vocabulary or word lists that consist of only foreign words or short phrases as follows:

a.  Ignore special typeface used for the listed words.

b.  In a word list with translations, insert a colon following the entry word and continue the translation on the same braille line. Do not use columnar format.

Example 17-1: Vocabulary/Word List in a Foreign Language Text

Partial Spanish/English vocabulary list

el medio ambiente3 5viron;t
el mundo3 _w

c.  If a single phrase with its translation is too long to fit across the width of the braille page, begin the foreign language item in cell 1 and the translation in cell 3. All runovers begin in cell 5.

17.7.3
Use the following format when articles, reflexive pronouns, special print signs, or specially marked items are shown before foreign language words in a vocabulary list.

a.  Begin the longest article, reflexive pronoun, etc. in cell 1.

b.  Align the initial letters of the foreign language words.

c.  The left margin is the braille cell in which the initial letter of the entry words appears.

d.  Adjust each braille page to align the main entry words on that page.

e.  All runovers are two cells to the right of the main entry left margin. If the main entry begins in cell 4, runovers are in cell 6; if the main entry begins in cell 5, runovers are in cell 7.

f.  Begin subentries two cells to the right of the main entry margin and adjust the runovers accordingly. If the main entry begins in cell 5, all subentries begin in cell 7 and all runovers begin in cell 9.

Example 17-2: Foreign Language Vocabulary List with Articles

2-column list, with first column in Spanish, and second column in English

⠀la medicina3 m$ic9e
las pastillas1 las pilodoras3 pills1
⠀⠀⠀⠀⠀⠀tablets
⠀el sintoma3 symptom
⠀la tos3 c\<
⠀⠀⠀⠀toser3 to c\<

17.8    Syllabified Words

17.8.1
Do not contract syllabified single and compound words in spelling lists. Note: this only applies to spelling lists or activities.

a.  Do not divide a syllabified word between lines unless it is too long to fit on a single line. If a word is divided between lines, it must be at a syllable break. (See Sample 17-10: Syllabified Words in a Spelling Activity on page 17-23.)

b.  Follow print when print uses spaces, dots, hyphens, etc. to separate syllables.

Example 17-3: Syllabified Words in a Spelling List

List of words with syllable breaks indicated by spaces

⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
en er gy
mo tion
ve loc i ty

17.9    Blanks and Omissions

17.9.1
Lines Indicating Omitted Parts of Words. When text refers to spelling or word structure:

a.  Follow print for whatever symbol is used to represent a blank to be filled in.

b.  If applicable, use contractions in the portions of the word attached to the low line or other symbol.

Example 17-4: Partial Word Blanks

Sentences with parts of words omitted and indicated by underscores

,! tunnels 9 ,bo/on >e v p]plex.-4
,:5 >e !
.-s due8
,i
9.-$ ! 9t5s;y4
,>e y go+ to me.-8
,don't
ac.- yet4
17.9.2
Omitted Letters. Do not contract words showing omitted letters in spelling lists.

a.  Follow print for symbols used to show omission. A substitution may be made if accurate representation of the print symbol in braille would hinder the reader's recognition of the concept under discussion. Explain the choice of the substituted symbol in a transcriber's note.

Example 17-5: Omitted Letters Represented by Symbols

Word with seven omitted letters indicated by an equal number of asterisks

s"9"9"9"9"9"9"9d

b.  Follow print when hyphens indicate a specific number of missing letters.

Example 17-6: Omitted Letters Represented by Hyphens

Word with seven omitted letters indicated by an equal number of hyphens

;s-------;d

17.10  Intentional Errors

17.10.1
It is important to avoid providing answer choices or solutions when intentional errors appear in an exercise.
17.10.2
Unmarked Errors. When entire passages have unmarked intentional spelling errors that are to be identified and/or corrected by the reader, transcribe them in uncontracted braille.

Example 17-7: Unmarked Errors to be Identified

Paragraph with unmarked spelling, capitalization, and punctuation errors

today ,i wint shopping for new shoes8
,the weather has turned verry cold for
,easter4 ,lets go for icecream4 ,please6
wash your hands before make the
sandwich4
17.10.3
Marked Spelling Errors. When print calls attention to errors by means of a font attribute (e.g., underline, italics, color, highlighting, etc.) the designated words are uncontracted, and the remainder of the passage is contracted.

(See Sample 17-13: Marked Intentional Spelling Errors on page 17-26 and Sample 17-14: Errors to Be Identified in Exercise on page 17-27.)

17.11  Crossed-Out Letters

17.11.1
When listed or displayed words relating to spelling or word structure are shown with crossed-out letters:

a.  Transcribe words with crossed-out letters in uncontracted braille.

b.  Show the word as spelled, without indicating the crossed-out letters.

c.  Then repeat the word, substituting a hyphen - (36) for each crossed-out letter.

d.  Explain the use of the hyphen in a transcriber's note. Sample:

Words with crossed-out letters are uncontracted, then repeated with a hyphen substituted for each crossed-out letter.

Example 17-8: Crossed-Out Letters in Word List

List of words, with the a crossed-out in each word

⠀⠀⠀⠀⠀⠀@.<,^ws ) cross$-\ lrs >e
⠀⠀⠀⠀uncontract$1 !n rep1t$ ) a hyph5
⠀⠀⠀⠀sub/itut$ = ea* cross$-\ lr4@.>
⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
gear
ge-r
heater
he-ter
ideal
ide-l
jeans
je-ns
17.11.2
When words are shown with crossed-out letters within sentences:

a.  Follow points in Formats, §17.11.1 a–c.

b.  Enclose the repeated word in an embedded transcriber's note to distinguish it from surrounding text.

c.  Explain this usage in a transcriber's note. Sample:

Words with crossed-out letters are uncontracted, then repeated with a hyphen substituted for each crossed-out letter. The repeated word is enclosed within transcriber's note indicators.

Example 17-9: Crossed-Out Letters in Sentences

Words with the a crossed-out are used within sentences

⠀⠀⠀⠀⠀⠀@.<,^ws ) cross$-\ lrs >e
⠀⠀⠀⠀uncontract$1 !n rep1t$ ) a hyph5
⠀⠀⠀⠀sub/itut$ = ea* cross$-\ lr4 ,!
⠀⠀⠀⠀rep1t$ ^w is 5clos$ )9 transcrib]'s
⠀⠀⠀⠀note 9dicators4@.>
⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
,! heater
@.<he-ter@.> 9 ! room did n
⠀⠀"w4
,my jeans
@.<je-ns@.> %runk 9 ! dry]4
,did y pack yr gear
@.<ge-r@.> = ! camp+
⠀⠀trip8
,t is my ideal
@.<ide-l@.> vaca;n6

17.12  Insertions

17.12.1
Inserted Letters. Spellers often indicate replacement letters within a word to show other spellings.

a.  Transcribe words with inserted letters in uncontracted braille.

b.  Follow print for use of enclosure symbols.

Example 17-10: Inserted Letters

The e is enclosed within parentheses in the middle of a word

write writ"<e">ing

c.  Words that are followed by a space and a word part that is to be inserted or combined should be transcribed without contractions.

d.  Transcribe words that are to be combined with other words or word parts in uncontracted braille.

e.  Follow print spacing of the text that is to be inserted.

Example 17-11: Words Spaced from Inserted Letters

Spaced word endings are enclosed in parentheses

⠀⠀⠀⠀,write li/ ^ws by add+ ! 5d+ 9
⠀⠀⠀⠀p>5!ses to ea* ^w4
#a4 wrap
"<ing">
#b4 cute
"<er">
#c4 early
"<est">
17.12.2
Text may show crossed-out letters, words, or passages, along with substitutions in enclosure symbols.

a.  Follow the guidelines in Formats, §17.11 for transcribing crossed-out letters.

b.  Follow print for use and spacing of enclosure symbols.

Example 17-12: Crossed-Out Letters and Insertions

A word within each sentence has a crossed-out letter, which is followed by an unspaced replacement enclosed in parentheses

⠀⠀⠀⠀⠀⠀@.<,^ws ) cross$-\ lrs >e
⠀⠀⠀⠀uncontract$1 !n rep1t$ ) a hyph5
⠀⠀⠀⠀sub/itut$ = ea* cross$-\ lr4@.>
⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
,! beep+ 0
continue"<ous">4
⠀⠀
@.<continu-"<ous">@.>
,i
try"<ied"> @.<tr-"<ied">@.> to run a
⠀⠀m>a?on4

17.13  Nonalphabetical Signs

17.13.1
Mathematical Symbols. Spellers often use mathematical symbols to teach word formation.

a.  Transcribe all text in word formation "equations" in uncontracted braille.

b.  If the result of the equation is a complete word, add the contracted form of the word at the end of the equation, enclosed in transcriber's note indicators. Ignore any print emphasis.

c.  Use the appropriate symbols when mathematical indicators are used in discussions of word formation. List the symbols on the Special Symbols page. See UEB, §3.17, Mathematical Signs.)

(See Sample 17-15: Word Equation Using Mathematical Symbols on page 17-28 and Sample 17-16: Crossed-Out Letters and Equals Sign on page 17-29.)

Example 17-13: Partial Emphasis Using Mathematical Symbols

The + is used to indicate the addition of bold suffixes, and = is used to indicate the new word, with the added suffix in bold

⠀⠀⠀⠀,su6ixes ) ,3sonants
amaze "6
^1ment "7 amaze^1ment
⠀⠀@.<amaze;t@.>
hope "6
^1ful "7 hope^1ful @.<hope;l@.>
17.13.2
Arrows. Use spaced arrow symbols when print arrows show progression in word formation. List all arrow symbols on the Special Symbols page, or in a transcriber's note before the text. (See UEB, §11.6, Arrows and Sample 17-18: Word Formation Using Arrows on page 17-31.)

17.14  Samples

Sample 17-1: Spelling List

List of italicized spelling words

 1⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀,9troduc;n
 2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀,l;g ,v[els1 a1 i1 o
 3⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 4⠀bra9brain
 5⠀favorite
 6⠀/rang]stranger
 7⠀sidewalk
 8⠀slide
 9⠀b[l+bowling
10 :olewhole
11 globe
12 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-2: Activity Word List for Alphabetizing

Word list in normal type

 1⠀⠀⠀⠀⠀⠀⠀⠀⠀,%ort ,v[els a1 i1 o1 ;u
 2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 3⠀⠀⠀⠀⠀,write ^! ^ws 9 alphabetical ord]4
 4⠀past
 5⠀accident
 6⠀flood
 7⠀shuttle
 8⠀solve
 9⠀problem
10 before
11 lobster
12 decided
13 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-3: Pronunciation Words in a List

Word list in normal type

10 ,! ^ws 9 ! foll[+ li/ 3ta9 ! lrs ie or
11 ;ei4 ,le>n h[ to pron\nce ea* ^w4
12 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
13 their
14 brier
15 height
16 weight
17 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 

Sample 17-4: Scrambled Words

List of scrambled words in normal type

15 ⠀⠀⠀⠀,unscramble ! foll[+ spell+ ^ws4
16 selerea
17 cleet
18 theac
19 neecrs
20 recdeaes
21 algo
22 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-5: Activity Word List

Boxed word list for an activity is in the right margin

 5⠀⠀⠀⠀⠀,,associa;ns
 6⠀⠀⠀⠀⠀,write ! ^w f ! box t is associat$ )
 7⠀⠀⠀⠀⠀ea* set ( t]ms4
 8⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 9⠀7777777777777777777777777777777777777777
10 pl1se
11 pl1sant
12 clo?
13 clo!s
14 444
15 "pial
16 gggggggggggggggggggggggggggggggggggggggg
17 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
18 #a4 mat]ial1 fabric
19 #b4 piece1 sec;n
20 #c4 fantasy1 ni<tm>e
21 #d4 y're welcome1 ?ank y
22 #e4 5joyable1 deli<t;l

 

Sample 17-6: Word List with Partial Emphasis

Word list with some bold letters in each word

10 ⠀⠀⠀⠀,^ws to ,ma/]
11 ,make x yr goal to le>n to spell ^!
12 fifty ^ws ? ye>4 ,use !m 9 yr writ+ &
13 practice writ+ !m until spell+ !m
14 correctly comes automatically4
15 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
16 a3id5tally⠀accidentally
17 ⠀⠀a^1cc^'ident^1ally
18 advisable⠀advi^1sa^'ble
19 >range;t⠀arrangement⠀a^1rr^'angement

 

Sample 17-7: Word List with Two Different Print Symbols

Word list in two columns; two words have a pencil bullet, and one word has a hand bullet

 5⠀@$pen ,wat* \ = frequ5tly misspell$ ^ws6
 6⠀@$f   ,bonus ^w @.<;f is = f+]@.>
 7⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 8⠀7777777777777777777777777777777777777777
 9⠀⠀⠀⠀⠀⠀⠀choice
10 ⠀⠀⠀⠀⠀⠀noisy
11 ⠀⠀⠀⠀⠀⠀spoil
12 ⠀⠀⠀⠀⠀⠀poison
13 @$f⠀⠀⠀,illinois
14 ⠀⠀⠀⠀⠀⠀amount
15 @$pen⠀our
16 @$pen⠀outside
17 ⠀⠀⠀⠀⠀⠀couch
18 ⠀⠀⠀⠀⠀⠀surround
19 gggggggggggggggggggggggggggggggggggggggg
20 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-8: Definition List with Two Spaces After Entry Word

Bold words are followed by a space and a definition starting with a lowercase letter and normal type

 4⠀,2l >e def9i;ns ( ? lesson's ^ws z !y >e
 5⠀us$ 9 ! /ory ab ,tony4
 6⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 7⠀doctor⠀⠀a physician
 8⠀he>t⠀⠀organ t pumps blood "?\t ! body
 9⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-9: Word Usage List

Two bold words are followed by a colon and a definition starting with an uppercase letter

10 ⠀⠀⠀⠀,gloss>y ( ,usage
11 ,? gloss>y is 9t5d$ to help y ) "s ( !
12 mo/ commonly tr\ble"s ^ws & phrases4
13 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
14 advice1 advise3 .1,advice is a n\n2
15 ⠀⠀.1advise is a v]b4
16 a6ect1 e6ect3 ,z v]bs1 to .1a6ect is to
17 ⠀⠀9flu;e1 to .1e6ect is to br+ ab4
18 ⠀⠀.1,e6ect is m commonly us$ z a n\n
19 ⠀⠀m1n+ 8result40
 

Sample 17-10: Syllabified Words in a Spelling Activity

Numbered sentences end with two syllabified words enclosed in parentheses

 1⠀⠀⠀⠀⠀,syllable ,divi.n ,rules
 2⠀#a4 ,divide 2t #b 3sonants "<rab-bit1
 3⠀⠀⠀mon-key">
 4⠀#b4 ,divide 2t #b ^ws "<back-yard1
 5⠀⠀⠀lip-stick">
 6⠀#c4 ,divide 2f & af bl5ds "<trans-fer1
 7⠀⠀⠀brink-man-ship">
 8⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-11: Omitted Letters Identified in Directions

Squares indicate where missing letters are located within words

 1⠀⠀⠀⠀⠀,us+ ,spell+ ,patt]ns
 2⠀⠀⠀⠀⠀,write ea* ^w1 add+ ie or ;ei4 ,if y
 3⠀⠀⠀⠀⠀>e n sure ab a spell+1 *eck !
 4⠀⠀⠀⠀⠀dic;n>y4
 5⠀⠀⠀⠀⠀⠀⠀@.<,pr9t uses a squ>e to repres5t
 6⠀⠀⠀⠀⠀! omis.n ( lrs1 9 brl an "uscore is
 7⠀⠀⠀⠀⠀us$ = ! omis.ns4@.>
 8⠀#a4 w.-ght
 9⠀#b4 s.-ge
10 #c4 br.-f
11 #d4 v.-l
 

Sample 17-12: Unmarked Intentional Spelling Errors

Boxed proofreading exercise with unmarked misspellings

 1⠀⠀⠀⠀⠀,pro(r1d+
 2⠀⠀⠀⠀⠀,? h1dl9e & play review h six
 3⠀⠀⠀⠀⠀misspell$ ^ws4 ,circle ea* "o4 ,!n
 4⠀⠀⠀⠀⠀write ea* misspell$ ,li/ ,^w
 5⠀⠀⠀⠀⠀correctly on ! l9es4
 6⠀7777777777777777777777777777777777777777
 7⠀⠀⠀⠀⠀⠀⠀⠀⠀,,,maria lopez stars in
 8⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀new musicol play,'
 9⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
10 ,the new play ,pryde of the ,west1 which
11 openned last night at the ,crown
12 ,theater1 is great4 444 ,this play will
13 be a big hit1 and ,ms4 ,lopez is going
14 to become a star without equell4
15 gggggggggggggggggggggggggggggggggggggggg
16 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

 

Sample 17-13: Marked Intentional Spelling Errors

Sentences with underlined misspelled words

10 ⠀⠀⠀⠀,r1d ? n>rative & rewrite ! "ul9$
11 ⠀⠀⠀⠀^ws t h be5 spell$ 9correctly4
12 ,/ud5t #a3 ,y "k t new p]son 9 \r
13 ⠀⠀_1sceince class8 ,my _1nieghbor says
14 ⠀⠀he's ! _1hier to a huge =tune6
15 ,/ud5t #b3 ,! _1hier to a huge =tune go+
16 ⠀⠀to public s*ool8 ,t's h>d to
17 ⠀⠀_1beleive4 ,9 fact1 x's pretty
18 ⠀⠀_1inconcievable4

 

Sample 17-14: Errors to be Identified in Exercise

Exercise with numbered and underlined misspelled words in sentences

10 ⠀⠀⠀⠀,write ! lr ( ! answ] t correctly
11 ⠀⠀⠀⠀respells ea* "ul9$ ^w4 ,if ! ^w is
12 ⠀⠀⠀⠀correct1 write ;,d4
13 ⠀⠀,anton "<#a"> _1believes t
14 "<#b"> _1coperation is possible1 & he
15 ?9ks t p1ce is an "<#c"> _1achieveable
16 goal4
17 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
18 #a
19 ⠀⠀,a beleaves
20 ⠀⠀;,b beleives
21 ⠀⠀;,c beleifs
22 ⠀⠀;,d ,no ]ror
23 #b
24 ⠀⠀444

 

Sample 17-15: Word Equation Using Mathematical Symbols

Mathematical symbols, - (minus), +, and = used to form new words

 1⠀⠀⠀⠀⠀,^w ,ma?
 2⠀⠀⠀⠀⠀,complete ea* equa;n to make a ^w
 3⠀⠀⠀⠀⠀li/4
 4⠀⠀⠀⠀⠀⠀⠀@.<,symbols us$3
 5⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 6⠀.="6 ,plus sign
 7⠀.="7 ,equals sign
 8⠀.="- ,m9us sign@.>
 9⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
10 #a4 besides "- sides "6 fore "7 .-
11 #b4 belief "- ief "6 ong "7 .-

 

Sample 17-16: Crossed-Out Letters and Equals Sign

Parts of words are crossed out

 1⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀,,3trac;ns
 2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 3⠀⠀⠀⠀⠀⠀⠀@.<,^ws ) cross$-\ lrs >e
 4⠀⠀⠀⠀⠀uncontract$1 !n rep1t$ ) a hyph5
 5⠀⠀⠀⠀⠀sub/itut$ = ea* cross$-\ lr4 ,!
 6⠀⠀⠀⠀⠀rep1t$ ^w is 5clos$ )9 transcrib]'s
 7⠀⠀⠀⠀⠀note 9dicators4@.>
 8⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 9⠀,i have @.<--ve@.> "7 ,i've
10 is not @.<n-t@.> "7 isn't
11 there is @.<-s@.> "7 there's @.<"!'s@.>
12 he will @.<--ll@.> "7 he'll
13 let us @.<-s@.> "7 let's
14 of the @.<o- ---@.> clock "7 o'clock

 

Sample 17-17: Word Formation Using Mathematical Symbols

Mathematical symbols, - (minus), +, and = used to form new words; vowels to subtract and add are enclosed in left and right slashes

 1⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀,mak+ ,new ,^ws
 2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 3⠀⠀⠀⠀⠀⠀⠀@.<,symbols us$3
 4⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 5⠀.=@- ,macron abv foll[+ lr
 6⠀.="6 ,plus sign
 7⠀.="7 ,equals sign
 8⠀.="- ,m9us sign@.>
 9⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
10 ⠀⠀⠀⠀,direc;ns3 ,make new ^ws f old "os
11 ⠀⠀⠀⠀by add+ & subtract+ %ort v[els
12 ⠀⠀⠀⠀"<_/a_/1 _/e_/1 _/i_/1 _/o_/1 &
13 ⠀⠀⠀⠀_/u_/">1 l;g v[els "<_/@-i_/1
14 ⠀⠀⠀⠀_/@-a_/1 _/@-o_/1 & _/@-e_/">1 &
15 ⠀⠀⠀⠀3sonants4 ,! spell+ ( "s ^ws w *ange
16 ⠀⠀⠀⠀q a bit ) ! new v[el4 444
17 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
18 ,l ?3
19 ,pete "- _/@-e_/ "6 _/e_/ "7 pet
20 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
21 #a4 boat "- _/b_/ "6 _/v_/ "7 .-
22 #b4 kid "- _/i_/ "6 _/@-o_/ "7 .-

 

Sample 17-18: Word Formation Using Arrows

Table with three columns; arrows in the last column show word formation

 1⠀⠀⠀⠀⠀⠀⠀⠀⠀,g5]al ,rules = ,plurals
 2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 3⠀⠀⠀⠀⠀⠀⠀@.<,symbols us$3
 4⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 5⠀.=\o ,"r >r[
 6⠀.="6 ,plus sign@.>
 7⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
 8⠀⠀⠀⠀⠀,,,if ! n\n 5ds in,'3 ch1 ;s1 sh1
 9⠀⠀⠀⠀⠀;x1 or ;z
10 ,,!n ,,g5]ally3 add -es
11 ,,example3
12 ⠀⠀crutch ;\o crutches
13 ⠀⠀wish ;\o wishes
14 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
15 ⠀⠀⠀⠀,,,if ! n\n 5ds in3,' a 3sonant "6
16 ⠀⠀⠀⠀;y
17 ,,!n ,,g5]ally3 *ange ;y to i & add -es
18 ,,example3
19 ⠀⠀baby ;\o babies