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This is not a math book, so I think you are fine using the existing UEB solid triangle. If the book also contained triangles that were not used as bullets, then you would need to create a distinct right-pointing triangle symbol (transcriber-assigned filled shape).
I have not been satisfied with the answer I previously gave you, so I have reconsidered the issue of the colored fonts used with the itemized material.
The current Early Learning Materials guidelines allow typeform indicators in first-grade books and state that they should be kept to a minimum. As written, the guidelines leave some room for interpretation.
The fonts used with the itemized material are significant enough to retain. The question then becomes how to retain them. According to Braille Formats, if you choose to retain a font, you should follow print. It is not actually permitted to substitute boldface for color. Because this is a first-grade book, I originally agreed to your using bold because it is simpler for beginning readers. However, that recommendation does not follow print.
THESE ARE THE OPTIONS I SEE:
Option 1. Use one indicator for color (recommended).
Create one transcriber-generated typeform called “color font” and use it for all of the blue and red paragraph headings. This stretches the current guidelines slightly but keeps the formatting simple while preserving the distinction from regular text.Option 2. Continue using bold instead of color.
This does not strictly follow the guidelines. If you decide this is the best approach, you should do two things:First, check the entire text to determine whether boldface is used anywhere else besides the paragraph headings.
Second, add a transcriber’s note explaining that bold has been substituted for color.
Although this approach falls outside the intended framework of the guidelines, the transcriber’s note makes the decision more understandable to the reader.
Option 3. Use transcriber-generated typeforms for each color.
This most closely follows the current guidelines. Create separate transcriber-generated typeforms for each color and follow print for all of the paragraph headings.CONCLUSION
The guidelines provide a framework for making formatting decisions; they are not absolute rules. As a result, you have some professional judgment in determining the best approach. However, transcriptions that closely follow the guidelines promote consistency across publications. That consistency allows students to focus on reading the content rather than adapting to different formatting from one book to another.
With first grade, you are allowed to use a limited number of fonts. The paragraph headings embedded within the numbered items are important enough to retain, so do not convert them to higher-level headings. Instead, leave them embedded within the numbered items. Since the additional font attributes, such as red and blue, do not add meaningful information for first-grade readers, using bold to distinguish the headings is the appropriate choice.
Yes, it is acceptable to bring the text up. When “Convince Me!” is treated as a paragraph heading, keeping all the related text together within the boundaries of the 3-1 paragraph format is appropriate.
However, <i>Guided Practice</i>, <i>Problem Solving</i>, and <i>Visual Learning</i> seem different to me. I view these as being at a higher organizational level than paragraph headings.
I say that for two reasons.
First, they appear to serve a different function. They are more prominent and are printed differently from the paragraph headings in the sidebar and the labels used with the itemized material shown in your screenshots.
Second, this appears to be an early elementary book (I’m not sure of the exact grade level). In early grades, we try to limit the use of font attributes. When you retain a paragraph heading, you also retain the font attributes, resulting in numerous blue font indicators (in your text). With the itemized material, those indicators are unavoidable, but with the headings, you have a choice. Choosing cell-5 or cell-7 headings eliminates the extra indicators, reducing unnecessary clutter without losing any meaningful information.
See Braille Formats 4.8.2 for more information.
Your transcription is correct.
My guess is that the transcribers were concerned that page xix is “skipped.” But it will be accounted for in either the first volume (if there is no brief contents page) OR in the volume in which the page xix content occurs.
For reference, see BF 2.10.12 b. In volumes with only part of the full table of contents, transposed material is listed (with its print page number, if shown) in the order in which it appears in that particular volume.
It is not required to carry continuation letters from one volume to another. Although some agencies require this practice, BANA does not.
Continuation letters are volume specific.
The title page clearly indicates that entries H–N are contained in Supplement 2. Because the H entries begin on print page GL10, no additional continuation letter is necessary.
A running head is capitalized normally. If a running head contains a capitalized passage indicator, it must also have a capitals terminator.
The updated guideline is intended to clarify that the running head is ignored when determining the capitalization indicators for the surrounding text.
In the following example, the text at the bottom of one page (Line 25) carries over to the next braille page (Lines 2 and 3, following the running head). The title of the story is “The Boy and the Soccer Ball.”
Line 25: … Bobby read the sign, KEEP OFF THE
Line 1 (Running Head): The Boy and the Soccer Ball
Line 2: GRASS! I DO NOT WANT ANY OF MY FLOWERS
Line 3: DAMAGED!
In this example, it is not necessary to terminate the capitalized passage after “KEEP OFF THE” because of the running head. The capitalized passage indicator is opened before the word KEEP. The capitals terminator is used after the word DAMAGED. The running head is capitalized separately with its own indicators.
The running head is “anchored text” and does not affect capitalization or typeform indicators for text that precedes or follows it. The same principle applies to other anchored text like running footers and line numbers in line-numbered text.
Yes, you are correct to use the names and dates associated with the word “renewed” in your samples. They are the most recent copyright dates and copyright holders. You do not need to use the word renewed.
Guide words, like running heads, are anchored text. They do not affect the formatting of the surrounding braille and are ignored when determining blank lines on the following braille page.
An agency can certainly make the decision to abbreviate UEB on the title page. Most of the agencies that I work with have already switched to “Transcribed 2026 into UEB by …”
As you and your agency make this change, I would suggest that it apply to both textbooks and novels (leisure material).
Under the current guidelines, when submitting exams for certifications, I recommend spelling out Unified English Braille.
This is a special situation. Yes, ordinarily this text would be blocked 4 cells to the right of the previous line when transcribing a formal letter into braille.
The sample demonstrates guideline 9.7.2. This guideline allows deviation from the normal braille format when the purpose of the exercise is to teach how proper PRINT format is used in correspondence. Only when the print example is teaching the format is this guideline followed. In all other cases, standard braille formatting is used.
This is a great question. You’ve also provided an excellent example others can learn from.
Ordinarily, the adjusted margin begins with line 1 and ends at the final line number. Any intervening text—numbered or not—must follow the adjusted margin. Outside the body of line-numbered text, the full line width is used.
Stage directions and scene settings must follow the adjusted margin when they occur between line 1 and the final line number.
However, I like your use of the adjusted margin with the initial and final stage directions. The use of blank lines sets the dialogue apart from the surrounding text. It makes sense to use the adjusted margin. The guidelines are not clear in this situation.
But the example you provided has the unique quality of restarting the numbering at each scene. Each scene has notes that reference the line numbers. This structure may present unique challenges for the reader.
My suggestion is to use the full width of the page for scene numbers (centered headings) and scene settings that precede each instance of line number 1. Restart the adjusted margin at line 1 each time. This will help the student find the scene-specific line numbers when following classroom discussions, locating reference notes, and answering questions in exercise sections. Imagine a child called upon to find line 10 of the third scene. With the teacher and students waiting, the nervous child is scanning quickly for the number. A change in margin signals that numbering resets with each scene.
Great question! Your question states “marginal numbers indicating words read,” so I am assuming that you are using 15.8 Counted Words. If I am misunderstanding, let me know.
When line 25 has line-numbered text, the line is left blank. Line 25 will have nothing but the page number. Move the entire line of text to the next braille page (line 2 when there is a running head).
