HS ASL Guide

INSTRUCTIONAL GUIDE 202 5 -202 6

American Sign Language

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE SECONDARY OVERVIEW Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Proficiency and the Proficiency Guidelines as defined in the 2024 American Council on the Teaching of Foreign Languages (ACTFL) ( https://www.actfl.org ). The standards, for grades 6-12, provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are organized into units that provide a suggested pacing for the school year. These units are intended to support planning and instruction . Teachers are encouraged to adjust the sequence and timing based on the needs of their students and site-specific factors, in collaboration with their school’s PLC. Brighton High School follows a trimester schedule, so the sample scope and sequence is adapted accordingly. A 6-unit example is provided to illustrate how instruction might be paced across the year. This sample can be found in the "Year at a Glance" section of the instructional guide. When planning each unit: ● Begin with the unit’s communicative goals and performance outcomes. ● Choose vocabulary that aligns with those goals and reflects the themes and real-world tasks students will engage in. ● Select sentence frames that support students in expressing key ideas and practicing essential language structures. It’s important to collaborate with your PLC to determine instructional practices like the use of vocabulary and sentence frames that are developmentally appropriate, culturally relevant, and responsive to the needs of your students.

SAMPLE SCOPE & SEQUENCE

SECONDARY SCHOOLS

BRIGHTON HIGH SCHOOL

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

Updated 5.29.25

Canyons School District

Instructional Supports Department

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS

Generally, the world language classes offered in CSD are aligned with the level of language proficiency a student acquires over time.

GRADE LEVEL

LANGUAGE & LEVEL

PROFICIENCY LEVEL

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

Novice Mid

Chinese 1, Japanese 1

Novice Low

Middle School French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

Novice Mid

Proficiency Level Descriptors for each Mode of Communication

Interpersonal

Interpretive

Presentational

ASSESSMENTS

Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing

AP World Language and Culture for Chinese, German, French & Spanish

Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing

FORMAT Online at each school site

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

https://www.languagetesting.com/aappl-guide

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use proficiency level criteria to plan language activities and lessons.

● Know and understand end of year target proficiency level ● Understand techniques that will support achievement proficiency targets. ● Produce language at the appropriate level. ● Use English to ask for clarification when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Proficiency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefly explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Students take risks and make mistakes.

examples of expectations and language production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on proficiency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the proficiency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target proficiency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments & Grading

Authentic Resources

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use proficiency level criteria to plan language activities and lessons.

● Know and understand end of year target proficiency level ● Understand techniques that will support achievement proficiency targets. ● Produce language at the appropriate level. ● Use English to ask for clarification when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Proficiency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefly explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on proficiency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the proficiency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target proficiency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

American Sign Language Level 1

Level 2

YEAR AT A GLANCE ASL- Level 1

Grade: 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

4-5 weeks

2 weeks

4-5 weeks

4-5 weeks

4-5 weeks

4-5 weeks

Class Survival Skills

It’s Nice to Meet You!

Food Making Plans

Community Around Town

Unit

My Family

Making Plans

Vocabulary: Usable Vocabulary List

Vocabulary: Useable Vocabulary List

Vocabulary: Usable Vocabulary List Structure: WH Questions Number Forms (palm orientation & movement) Commands Requests Difference between ASL and English

Vocabulary: Usable Vocabulary List Structure: Subject pronouns Describing others WH Questions Yes/No 5 Parameters of a Sign

Vocabulary: Usable Vocabulary List Structure: Personal vs. Possessive Pronouns Gender distinction Ranking Incorporation Compounds signs Contrastive Structure Negations Plural Pronouns Mouth Morphemes: oo, mm, cha

Vocabulary: Usable Vocabulary List Structure: Contrastive Structure Possessive Signs and Dexis Time order Negation Temporal Aspect Spatial Organization

Structure: Descriptive Classifiers

Structure: Use visual spatialization of places Eye gaze Non-manual markers Real-world orientation/Signe r’s Topicalization

Essential Structure and

prioritized vocabulary

Testing

Pre: Mid. Aug - End Aug

Mid: Beg. Jan - Mid. Jan

Final: Mid. May - End May

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

Receptive Skills

Interactive Skills

Expressive Skills

NM.IL Interpretive Receptive

NM.IC Interpersonal Communication

NM.PS Presentational Signing

INTERCULTURAL Cultural & Historical Eras & Themes Integrated throughout each unit

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

ASL LEVEL 1

UNIT 1 Class survival skills

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Usable Vocabulary List

Structure/Grammar: •

Which hand to use

• Facial grammar for topic/comment/question • WH Questions (What, Where, Who, Why)

•

Yes/No Questions

• Cardinal number formation (palm orientation & movement) • Commands • Pronouns • Parameters

Culture: •

Backchanneling - Listener feedback

• Explain why we have a voice-off environment • Explain the importance of eye contact in the target culture • Ask for a sign in culturally appropriate manner • Maintains clear sight lines • Variations in signing styles • Deaf farewell rituals • Deaf status • Greetings for people that they don’t know in the target culture • Negotiating a Signing Environment • Cultural Connection - Getting Attention

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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.

Extension

●

Students sign a conversation.

● 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.

ASL LEVEL 1

UNIT 2 It’s nice to Meet you

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Usable Vocabulary List

Structure: •

Subject pronouns: I, you, he/she

• WH Questions (What, Who, Why, Where, How)

• •

Yes/No Questions

Listing

• Real World Orientation (giving directions) • Topic-Comment Structure • OSV Structure

Culture: •

Why Deaf ask about schooling (both to hearing students and other • Deaf) • Deaf residential schools • Gallaudet • No Mr. or Mrs. in ASL

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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.

Extension

●

Students sign a conversation.

● 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.

ASL LEVEL 1

UNIT 3 FAMILY

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Usable Vocabulary List

Structure: •

Personal vs. Possessive Pronouns

• •

Gender distinction

Ranking (siblings age order)

• • • • • •

Age/Numeral Incorporation

Compounds signs

Contrastive Structure

Negations (None, Not, No)

Plural Pronouns (Pronominalization) Mouth Morphemes: oo, mm, cha

Culture: •

Explain families and friendships in the target culture • Explain Hearing/Deaf Family dynamics • Provide a definition of CODA • Understand the role of name signs in the Deaf Community

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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.

Extension

●

Students sign a conversation.

● 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.

ASL LEVEL 1

UNIT 4 Making Plans

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Usable Vocabulary List

Structure: •

Numeral Incorporation

•

Telling Time

• • •

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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

ASL LEVEL 1

UNIT 5 Food /Making plans

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Usable Vocabulary List

Structure: •

Descriptive Classifiers

Culture: •

Communication methods (TTY’s, Videophones) • use the phone, isn’t that discrimination? • with the telephone? • Restaurant norms (centerpieces, ordering) • Dinner Table Syndrome (deaf at table with hearing)

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics .

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content

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

ASL LEVEL 1

UNIT 6 Community/ Around Town

PACING

RESOURCES

KEY LANGUAGE USE(S)

2-3 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NM-IL :1-3

Interpersonal communication NM-IC:1-7

Presentational Signing NM-PS 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize a few memorized words and phrases when I hear them spoken.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: • Useable Vocabulary List

Structure: •

Use visual spatialization of places Using CL: Claw with spatialization

•

• •

Eye gaze

Non-manual markers for distance

• Real- world orientation/Signer’s perspective • Yes/no • Topicalization

Culture: •

Act in a culturally appropriate manner at Deaf community centers,

activities and events.

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

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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.

Extension

●

Students sign a conversation.

● 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.

American Sign Language

Level 2

YEAR AT A GLANCE ASL - Level 2

Grade: 9-12

Review

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

2 weeks

4-5 weeks

4-5 weeks

4-5 weeks

4-5 weeks

4-5 weeks

Schools and Occupations

Unit

Introduction

Friends & Family

Making Plans

Food/Shopping Community

Vocabulary Review from ASL1 Structure Personal vs. possessive

Vocabulary: Review from ASL1

Vocabulary: Useable Vocabulary List Review from ASL1 Structure: Contrastive Structure Possessive Adjectives Inflected verbs Role shifting Conditional sentences Backchanneling Information sharing

Vocabulary: Cooking Terms (new) Review from ASL1

Vocabulary: Rooms Furniture Review from ASL1 Structure: Locative Classifiers Descriptive Classifiers

Vocabulary: Holidays ( new) Review from ASL1 Structure: Descriptive & Locative Classifiers

Structure: Topic-Comment Structure Weak hand as reference Locative classifiers Yes/No & Wh Questions

Essential Structure and Vocabulary

pronoun Gender distinction Contrastive structure Wh- and yes/no questions

Structure: Descriptive Classifiers

Order in which to describe objects

Testing Window

Pre: Mid. Aug - End Aug

Mid: Beg. Jan - Mid. Jan

Final: Mid. May - End May

WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

Receptive Skills

Expressive Skills

Interactive Skills

NH.IL Interpretive Receptive

NH.IC Interpersonal Communication

NH.PS Presentational Signing

INTERCULTURAL Cultural & Historical Eras & Themes Integrated throughout each unit

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

UNIT 1 INTRODUCTION

ASL LEVEL 2

PACING

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

● ● ● ● ●

Instructional Guides

INFORM EXPLAIN NARRATE

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH)

RECEPTIVE

INTERACTIVE

EXPRESSIVE

Interpretive Receptive NH-IL :1-3

Interpersonal communication NH-IC:1-4

Presentational Signing NH-PS: 1-5

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

Interpretive Receptive

Interpersonal Communication

Presentational Signing

I can recognize pieces of information and sometimes understand the main topic of what is being said.

I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions by asking and answering simple questions.

I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary • Greetings • Goodbyes • Alphabet