HS ASL Guide

ASL LEVEL 2

UNIT 6 Community

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

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

2-3 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: ● Rooms ● Furniture ● 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 a 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 fi nd an item in a room when given directions as to where to fi nd 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 fi nd something ● I can use correct classi fi ers for speci fi c items in a room ● I can correct and con fi rm 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 Classi fi ers ● Descriptive Classi fi ers