BHS ASL Instructional Guide

• I can recall the vocabulary we learned in the previous level in relation to: o Modes of transportation. o Giving directions to a place around town o

Using signer’s perspective to get and follow signed directions from someone. o My living arrangements. o Places in the city o Businesses and the services they offer. o Deaf hubs in various cities. o My opinion about living in or visiting certain cities/states.

• I can identify and describe one’s residence or other building in detail. • I can find an item in a room when given directions as to where to find it • I can draw the layout of a room when someone describes a room to me • I can describe my house and room layout in enough detail that someone could follow directions to find something • I can use correct classifiers for specific items in a room • I can correct and confirm information when discussing items in my home • I can describe the layout of my home and the surrounding property • I can discuss the importance of Deaf Space design for Deaf people & Deaf-friendly home layouts

Structure: •

Locative Classifiers Descriptive Classifiers

•

Culture: •

Deaf Space design for Deaf people & Deaf-friendly home layouts • Deaf-friendly doorbells, alarms, etc.

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