BHS ASL Instructional Guide

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Registers

• I can recall the vocabulary we learned in the previous level in relation to: ○ Pets ○ Pronouns ○ Gender distinctions ○ Contrastive structure ○ Age ○ Ranking ○ Spatial referencing ○ Negation ● I can describe personality traits of my family members and friends ● I can talk about tendencies of my family members and friends ● I can make complaints and suggestions ● I can explain why a suggestion given to me is appealing or not ● I can ask for and give advice ● I can use the proper register for my situation. ● I can define inflected, uninflected, directional, and spatial verbs ● I can use various verbs correctly ● I can explain why the late 1800s marked the beginning of the Dark Ages in Deaf History. ● I can explain wha t happened at the Milan conference and Alexander Graham Bell’s role Structure: • Contrastive Structure • Possessive Adjectives • Inflected verbs • Role shifting • Conditional sentences • Backchanneling (agreeing, declining, asking for clarification) • Information sharing • Blunt/Direct when giving opinions/advice/complaining

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