BHS ASL Instructional Guide

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Contrastive Structure

Possessive Signs and Dexis Topic Comment Structure

• Time order - “Biggest to smallest” (week, day, am/pm/eve, clock time) • Negation • Spatial Organization • Temporal Aspect • Common Errors • Semantics -

○ CLEAN vs. CLEANING vs. CLEANED ○ HAVE-TO, NEED, MUST, SHOULD

○ STORE, SHOP, SHOPPING ○ MONEY, BUY, SHOPPING

○ BED VS. SLEEP ○ FEED VS. EAT •

Storytelling

• Signing Naturally Unit 6 - Childhood Stories: “Wrong Name!” “If Only I Could Fly,”

Culture: •

Tell about the popularity and usage of email, texting, etc. • Deaf Technologies: Vibrating/flashing alarms, captioning, etc Deaf Gatherings

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals to define meaning of words and phrases ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice signing. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversational sign language. ● Students look at a picture , identify the conversation that is most likely to happen and explain their reasoning. ● Have students provide extended responses/more details ● Engage the student in more student-teacher conversation in ASL aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students recognize and sign the new vocabulary. ● Make a resource list for fast finishers – sentence frames, sign Language review vocabulary resources. ● Students sign a conversation.

Extension