HS ASL Guide

ASL LEVEL 2

UNIT 5 FOOD/SHOPPING/AROUND TOWN

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

5-6 weeks/unit

Novice-High

INFORM EXPLAIN NARRATE

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - HIGH PROFICIENCY READING LISTENING

When students exhibit Novice High reading ability they can: 1. understand the main idea and some details in short, simple texts on familiar topics. 2. interpret basic information, forms, signs, schedules, directions, and instructions, especially when supported by visuals. 3. identify key information in age-appropriate informational and narrative texts. When students exhibit Novice High speaking ability they can: 1. ask and answer questions to exchange information about people, places, daily routines, and familiar events. 2. discuss plans, activities, and meeting arrangements. 3. describe familiar events and explain simple processes or directions. 4. share information about themselves and topics learned at school or in the community. SPEAKING

When students exhibit Novice High listening pro fi ciency they understand: 1. understand the main idea and some details in short, simple conversations about familiar topics and daily life. 2. understand short descriptions, messages, announcements, and simple stories supported by context or visuals. 3. follow one- or two-step directions and identify key information related to familiar school and everyday topics. When students exhibit Novice High writing ability they can: 1. write short, simple texts about themselves, people, places, daily routines, and familiar events. 2. share information and ideas about topics learned at school or in the community. 3. ask questions and provide basic information to communicate with others. WRITING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: sign phrases and questions using the following terms and language functions and features: Vocabulary: ● Cooking Terms (new) ● 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 speci fi c recipe so that someone could use my signed instructions to make it themselves. ● I can demonstrate correct classi fi ers for cooking Structure: ● Descriptive Classi fi ers ● Order in which to describe objects Culture: ● Deaf individuals involved in food industry ● After meals are fi nished, Deaf stay in kitchen and don’t move to living room 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

Skill Building