Paths to Literacy

for students who are blind or visually impaired

Word Bank Binder

Binder with text on the front "Word Bank Binder"
Building on Patterns First Grade Curriculum introduces words spelled “two ways”…one contracted and the other spelled out. I like to create a binder with all the words learned for the student to have for their review. I put print with the braille so that a peer or parent can help them if needed.
 
The binder can be sent home for the student to review at home, or to use as a resource book in the classroom.  Students should continue to add pages as they learn new contractions.

Materials: 

  • binder (at least a 2")

  • hole punched braille paper

  • clear adhesive sheets (APH 1-08874-00)

  • brailler

 
Word Bank Binder with braille type and handwritten text "like"

Procedure: 

The binder is organized alphabetically. Each tab has both print and braille on it. I start off with two blank pages behind each tab. As words are introduced, we take the page out of the binder and insert the page into the brailler to add the word…both the contracted and spelled out versions.

 
It’s a great way to periodically go back and look at all the words that the student has now learned in the curriculum.
 
 
 
 
 
                   Click to Enlarge

Variations: 

  • Make cards to have the student match the contracted to the uncontracted form of the braille word.

 

Collage with Word Bank Binder


 

Common Core and Braille Standards

Kindergarten - Word Analysis, Fluency, and Systematic Vocabulary Development : 

K.1.15a Read simple high-frequency words in uncontracted braille.
K.1.15b Read simple high-frequency words in contracted braille.

Comments

Neat idea

Posted by Linda Brown

Practical idea

Posted by gwyn52

How?

Posted by Caitlyn

Re: How?

Posted by Liz Eagan Satter

Resource Book

Posted by CrystalFawn

Posted on April 8, 2014
Updated on: February 7, 2018

Previous comments for Word Bank Binder

CrystalFawn commented on September 2, 2016

I think I would want to alphabetize this but then it's going to complicate the addition of new words unless I am doing it on my Braille 2000 and redoing pages etc. Why do I always complicate things? Lol

Liz Eagan Satter commented on April 21, 2014

Caitlyn, I use this with the general ed. classroom. I've observed in classrooms and seen the classroom teacher has each of the students have a word folder or something similar that the student is to write the new words of the week in. My students are often left out of this activity as they are typically with me at the time. With some preplanning, I can get the words from the teacher and we can add them during my time. Then when the class is doing their creative writing in the classroom, my student can pull out their binder and have the same access to words and their spellings as their peers have.

During braille lessons, we add the contractions first and then the uncontracted word to their page. If the contraction has not been learned yet, I still add it. The student is then given the choice to use the contracted word or not. Seeing the contraction before it is learned opens up some really good discussions as to why the student thinks that contraction even exists.

The binder helps my students as the folder activity helps the gen ed student. The student learning braille can use this as a reference tool during writing. By having both the contracted and the uncontracted versions, helps the student with spelling issues as well. Often the students aren't just handwriting their stories/papers, they're using computers. I want my student to learn both ways to spell the word as I feel strongly about ensuring my students have the best chance for success.

Hope this helps? Experience does help, but you're doing the one thing that will help you the most in your career...asking for help. I am not afraid to ask questions or for help. I applaud you for doing the same!

Caitlyn commented on April 20, 2014

I think this would be a cool idea, but how exactly could you use this with a student? I attended a training in California recently and the presenters mentioned several of your activities...I'll probably be following you as I see you have lots of posts and all are exciting. But I'm confused how I could use this with a student. Perhaps if I had more experience I'd be okay....

gwyn52 commented on April 9, 2014

I really like this simple idea and will promote amongst colleagues here in the UK, excellent practical strategy.

Linda Brown commented on April 9, 2014

This could really help gen ed teachers to know what words we're working on. Just think about the possibilities!