BHS ASL Instructional Guide

● I can recall the vocabulary we learned in the previous level in relation to: ○ Food names ○ Opinions ○ Money ● I can explain how to make a specific recipe so that someone could use my signed instructions to make it themselves. ● I can demonstrate correct classifiers for cooking

Structure: ●

Descriptive Classifiers

●

Order in which to describe objects

Culture: ●

Deaf individuals involved in food industry ● After meals are finished, Deaf stay in kitchen and don’t move to living room

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