Paths to Literacy

for students who are blind or visually impaired

UEB Lesson 5: Punctuation Used in UEB

ueb lesson 5 collage

This post is the fifth in a series of lessons on teaching students who are braille readers to make the transition from EBAE (English Braille American Edition) to UEB (Unified English Braille).  All lessons are by Catherine Summ and Suzanne Cappiello, who both work as Education Consultants for the Department of Rehabilitative Services (DORS-BESB) in CT. See the full UEB Curriculum with all lessons


The student will be able to identify punctuation used in the UEB code.

Grammar review:

For further explanation of the braille code changes refer to the handout  “Overview of Changes from Current Literary Braille to Unified English Braille” authored by Braille Authority of North America, March 2013, Refer to the UEB manual for a full explanation of the braille code.


Teacher prepares the examples below in braille. Students practice reading the examples below then mark the punctuation introduced in this lesson that is used in UEB: 

student and teacher using brailler

  1. The special treat is for him, her… and you.
  2. And the winner is…
  3. Thank you for the book! 〈3 
  4. Fill in the ____ with the answer of your choice.
  5. “They are getting married (they love each other [of course!]).” 
  6. The teacher said, "Even if you've never read a word of Shakespeare, I'm sure you've heard 'To be or not to be' a thousand times."
  7. Answer the question [True] or [False].
  8. 〈 What an unusual flower! 〉
  9. Oh no------it’s snowing—the roads will be slick!
  10. His email address is
  11. Joe Smith, student-athlete-comedian, won the class prize.
  12. Our aunt-whom we love so much-is moving to another state.
  13. Joe Cool 〈
  14. After choosing your vegetable {corn, squash, asparagus}, choose your main dish.
  15. After we go grocery shopping—the cashier is such a busy-body—we’ll go get ice cream.
  16. They finally called me (after what seemed like an eternity) to tell me that I got the job.
  17. -Will she run for office? 
  18. -Why wouldn’t she?

Additional Activities: Writing Practice

Dictate the following sentences to students indicating where the capitals appear. Add your own. 
  1. “Hmm…” said Tom, thoughtfully.  
  2. I don’t know…maybe go left?
  3. Another word for fast is _____.
  4. Her email address is
  5. Will she-can she-win the race with a blister on her foot?
  6. On the last day of school there was only one thing left to do-celebrate!
  7. The musician on stage now—doesn’t he have a booming voice—is also a good dancer.
  8. Polly Esther 〈
  9. Plaintiff stated, “[m]y cause is [sic] just.”
  10. Pick a beverage {milk, juice, tea}.
  11. “I thought I heard our neighbor announce ‘the ice cream truck is here!’ before she treated everyone to fudgesicles,” said my mom.
  12. See you at the party! (insert heart)
  13. The relay team ran the race (boy, were they out of breath) and won a blue ribbon.


Dictate the following words, phrases, and sentences. Add your own. Teacher compiles a spreadsheet for each student to document progress and compile data. 
  1. She said, “…I really don’t … understand it.”class using notetakers
  2. My favorite color is ______.
  3. The email address should be used when ordering a beach pass.
  4. “I distinctly heard him say, ‘please read chapter five in the history book for homework’ before the bell rang,” said my friend Sandra.
  5. On the worksheet mark the answer choices as [fact] or [fiction] before you hand it in for correction.
  6. I 〈3  the weekend! 
  7. Backpack, water bottle, snack, comfortable shoes-I’m ready for a day in the city.
  8. The next unit in PE is goalball—we need to order new balls—a very active sport.
  9. The thing I like most about school (apart from summer vacation) is playing the flute in the band.
  10. Choose [yes] or [no] when you answer the question.
  11. In the following words the letters enclosed in brackets are optional: encyclop[a]edia, cancel[l]ed. bus[s]es.
  12. Select a game {Monopoly, Chutes and Ladders, Connect Four}, and join the group.

Educational Activity and Game:

Mad Libs
Adapt or create your own Mad Libs to reinforce the punction symbols taught in this lesson. Ask your student(s) to create their own Mad Libs and ask them to have their classmates fill in the blanks. See the example below:
madlib sample
Click here to download the Duxbury file. (Courtesy of Karen Carl.)



Attached File(s): 


long dash

Posted by FM D'Andrea

Posted on August 19, 2015
Updated on: February 7, 2018

Previous comments for UEB Lesson 5: Punctuation Used in UEB

FM D'Andrea commented on November 9, 2015

There is an important rule about the use of the long dash in the UEB Rulebook, found in section 7.2.4. The rule says, "Use the long dash in braille only when the print uses both a short and long dash." So its use in UEB is different than what is stated above regarding the "m-dash." You actually don't use the long dash very often.
I encourage everyone to download a copy of the UEB Rulebook 2013 from the BANA web site ( There is additional information about all the punctuation symbols that you'll find helpful--and of course, all the other important rules of UEB.
Thanks so much to Catherine Summ and Suzanne Capiello for developing all these lessons, and to Perkins for posting them here.