HS ASL Guide

ASL LEVEL 1

UNIT 6 Community/ Around Town

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

2-3 weeks/unit

Novice-Mid

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability 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

LISTENING

When students exhibit Novice Mid listening pro fi ciency 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 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 they can: 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

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. SCAFFOLDING IN ACTION

● Use a variety of visuals to de fi ne 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.

Skill Building