WL17.ASL.L1.3c
Tell about familiar objects, experiences, and daily routines.
Tell about familiar objects, experiences, and daily routines.
WL17.ASL.L1.3c
WL17.ASL.L1.3d
Recite short memorized phrases, poems, and/or anecdotes.
Recite short memorized phrases, poems, and/or anecdotes.
WL17.ASL.L1.4
Identify practices of the Deaf culture.
Identify practices of the Deaf culture.
Unpacked Content
Knowledge
Students know:
- basic appropriate gestures, such as greetings and farewells, used in common interactions.
- strategies to identify Deaf cultural and communication behaviors at home and in the community.
- strategies to identify typical daily activities in the home.
- strategies to identify events, and celebrations of the Deaf culture locally and nationally.
Skills
Students are able to:
- use appropriate gestures for attention-getting, greetings, and farewells.
- give examples of Deaf cultural and communication behaviors in a variety of environments.
- give examples of typical daily activities, events, and celebrations of the Deaf culture.
Understanding
Students understand that:
- the Deaf community is also part of the American community.
- Therefore, they function in both the American culture and the Deaf culture.
- the basis of Deaf culture lies in its visual orientation.
- An ability to communicate in another language fosters a better understanding of my own language and culture.
WL17.ASL.L1.4a
Use basic appropriate gestures, such as greetings and farewells, in common interactions.
Use basic appropriate gestures, such as greetings and farewells, in common interactions.
WL17.ASL.L1.4b
Identify Deaf culture behaviors in a variety of environments.
Identify Deaf culture behaviors in a variety of environments.
WL17.ASL.L1.4c
Identify typical activities, events, and celebrations of the Deaf culture.
Identify typical activities, events, and celebrations of the Deaf culture.
WL17.ASL.L1.5
Identify products of the Deaf.
Identify products of the Deaf.
Unpacked Content
Knowledge
Students know:
- strategies to identify tangible products of the Deaf culture.
- strategies to recognize the characteristics of Deaf art.
- strategies to recognize graphic representations of Deaf culture.
Skills
Students are able to:
- give examples of tangible products of the Deaf culture give examples of the basic characteristics of culture in Deaf art.
- recognize the basic concepts of Deaf culture in the graphic representations.
Understanding
Students understand that:
- the Deaf community creates products that reflect their culture.
- An ability to communicate in another language fosters a better understanding of my own language and culture.
- Custom and tradition vary within a culture, as well as between cultures.
WL17.ASL.L1.5a
Identify tangible products of the Deaf culture.
Identify tangible products of the Deaf culture.
WL17.ASL.L1.5b
Recognize arts and graphic representations of the Deaf culture.
Recognize arts and graphic representations of the Deaf culture.
WL17.ASL.L1.6
Connect with other disciplines while using American Sign Language.
Connect with other disciplines while using American Sign Language.
Unpacked Content
Knowledge
Students know:
- ASL vocabulary for other school disciplines.
- ASl vocabulary for other school topics.
- ASl vocabulary for cities, states, and countries where ASL is used.
- why ASL is used in those cities, states, and countries.
- which African nations ASL was spread into by Andrew Foster.
Skills
Students are able to:
- use ASL to refer to other school disciplines.
- use ASL to talk about topics from other school subjects.
- locate cities, states, and countries where ASL is used.
- identify why ASL is used in those cities, states, and countries.
Understanding
Students understand that:
- Proficiency in ASL is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
- ASL can be used to learn all school subjects.
- Learning ASL can reinforce their knowledge of other disciplines and topics.
- ASL is not universal, but is used in many locations in the world.
WL17.ASL.L1.6a
Students talk about topics from other school subjects using ASL.
Students talk about topics from other school subjects using ASL.
WL17.ASL.L1.6b
Locate cities, states and countries where ASL is used.
Locate cities, states and countries where ASL is used.
WL17.ASL.L1.7
Locate information related to diverse perspectives in the Deaf culture.
Locate information related to diverse perspectives in the Deaf culture.
Unpacked Content
Knowledge
Students know:
- strategies to navigate the internet to explore websites and materials.
- strategies to recognize Deaf cultural topics in short stories, poetry, and content-related materials.
- strategies to recognize and understand words and phrases in the target language related to Deaf cultural issues.
Skills
Students are able to:
- locate information from various documents related to diverse perspectives in the Deaf culture to exchange ideas, interpret and show how they are related to Deaf culture.
- explore/examine authentic ASL websites and materials to interpret and show how they are related to diverse perspectives in the Deaf culture.
Understanding
Students understand that:
- cultural issues affect the Deaf community's perspective.
- to identify diverse perspectives of the Deaf community, it is only available through studying ASL.
WL17.ASL.L1.7a
Exchange ideas on various documents to interpret topics important to the Deaf culture.
Exchange ideas on various documents to interpret topics important to the Deaf culture.
WL17.ASL.L1.7b
Explore authentic websites and materials to interpret Deaf culture related topics.
Explore authentic websites and materials to interpret Deaf culture related topics.
WL17.ASL.L1.8
Identify characteristics of the Deaf and hearing cultures.
Identify characteristics of the Deaf and hearing cultures.
Unpacked Content
Knowledge
Students know:
- ASL is a visual language.
- English is a written and spoken language.
- greetings and farewells used in Deaf and hearing cultures.
- strategies to identify topic/comment word order in ASL.
- strategies to identify yes/no questions in ASL.
- strategies to use head shake, facial expressions and signs to negate a statement.
- strategies to understand and demonstrate person-classifiers, transportation classifiers in the singular and plural states in ASL.
Skills
Students are able to:
- observe the language characteristics of the Deaf and hearing cultures.
- give examples of formal and informal forms of language, common ASL word order, and noun-related classifiers in ASL.
Understanding
Students understand that:
- by learning another language one can better understand how the native language works.
- other understandings will depend on theme taught.
- ASL and English are produced in a different modality.
- ASL is not a signed version of English.
- the language characteristics of ASL differ from English.
- ASL word order differs from English word order.
WL17.ASL.L1.8a
Observe formal and informal forms of language.
Observe formal and informal forms of language.
WL17.ASL.L1.8b
Identify common ASL word order.
Identify common ASL word order.
WL17.ASL.L1.8c
Understand the existence of noun-related classifiers in ASL.
Understand the existence of noun-related classifiers in ASL.
WL17.ASL.L1.9
Identify products, practices and perspectives of the target culture and their own.
Identify products, practices and perspectives of the target culture and their own.
Unpacked Content
Knowledge
Students know:
- social behaviors of the Deaf and hearing cultures.
- celebrations of the Deaf and hearing cultures.
- strategies to navigate a website to find the interactive requirements for games, toys, and media.
- strategies to identify visual and auditory requirements for games, toys, and media.
Skills
Students are able to:
- identify if social practices, cultural practices, and children's products belong to the Deaf community or the hearing community.
- identify which social practices are acceptable in the Deaf and hearing communities.
- identify game, toy, and media features which add a visual component.
Understanding
Students understand that:
- custom and tradition vary within the Deaf culture, as well as between Deaf and hearing cultures.
- by studying another culture, one can better understand and appreciate their own.
- other understanding will depend on theme being taught.
- there are products specifically designed for Deaf people.
- Deaf culture is different from hearing culture.
- identifying the products, practices, and perspectives of a culture can help one understand the people.
WL17.ASL.L1.9a
Identify patterns of behavior in Deaf and hearing culture.
Identify patterns of behavior in Deaf and hearing culture.
WL17.ASL.L1.9b
Identify celebrations in the Deaf and hearing culture.
Identify celebrations in the Deaf and hearing culture.
WL17.ASL.L1.9c
Identify games, toys, and media produced for Deaf children.
Identify games, toys, and media produced for Deaf children.
WL17.ASL.L1.10
Communicate using American Sign Language within the classroom and community.
COS Examples
Examples: Communicate with Deaf guest speakers in person or virtually.
Identify professions that utilize American Sign Language.
Communicate using American Sign Language within the classroom and community.
COS Examples
Examples: Communicate with Deaf guest speakers in person or virtually.
Identify professions that utilize American Sign Language.
Unpacked Content
Knowledge
Students know:
- ASL vocabulary for asking yes/no and 'wh' questions.
- ASl vocabulary for making comments or answer questions.
- ASl vocabulary to receptively understand the answers to those questions.
- strategies to recognize the topic being discussed.
- strategies to ask for clarification.
- strategies to navigate a website to find professions requiring American Sign Language .
- strategies to navigate a website to find professions which require the knowledge of American Sign Language.
Skills
Students are able to
communicate effectively in person or via video phone/device using questions, statements or comments.
identify and list professions utilizing American Sign Language.
Understanding
Students understand that:
- ASL is used daily by Deaf people as their primary and preferred mode of communication across all parts of their lives.
- ASL can help one better understand the world around them.
- The study of ASL expands one's opportunities.
- ASL is a tool to connect with the world.
- interacting with native users helps increase language and culture skills.
- ASL is a life-long learning tool for communication throughout their personal and professional lives.
WL17.ASL.L1.11
Identify opportunities to use American Sign Language beyond the classroom environment.
COS Examples
Examples: Plan real or imaginary travel to a Deaf community event.
Explore the internet to find sites of personal interest where ASL is utilized.
Attend or view Deaf friendly events in person or virtually.
Identify opportunities to use American Sign Language beyond the classroom environment.
COS Examples
Examples: Plan real or imaginary travel to a Deaf community event.
Explore the internet to find sites of personal interest where ASL is utilized.
Attend or view Deaf friendly events in person or virtually.
Unpacked Content
Knowledge
Students know:
- websites containing Deaf events.
- strategies to navigate the internet to locate ASL sites of interest.
Skills
Students are able to:
- locate and identify Deaf events in the community.
- plan and attend a real Deaf community event.
- plan and role play an imaginary trip to a Deaf community event.
- plan and view virtually a Deaf community event.
- explore the internet and find sites where ASL is utilized.
Understanding
Students understand that:
- Deaf community events are opportunities to use the target language outside of the classroom setting.
WL17.ASL.L2.1
Communicate and share using American Sign Language on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.
Communicate and share using American Sign Language on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.
Unpacked Content
Knowledge
Students know:
- strategies to expressively ask for and receptively understand directions.
- strategies to communicate using phrases and simple topic/comment sentences.
- strategies for asking and answering yes/no and 'wh' questions.
- strategies to communicate about daily activities and personal preferences using phrases, simple sentences, and/or listing.
- strategies to describe an event in the past time frame.
Skills
Students are able to:
- use ASL to gain information to meet basic survival needs, such as locating a bathroom or a place to eat.
- expressively and receptively communicate on familiar topics using a variety of phrases and simple sentences.
- ask and answer questions on factual information using the appropriate ASL sentence type with the correct non-manual markers.
- communicate about their daily activities and personal preferences.
- describe an event in the past time frame with the correct ASL word order.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
WL17.ASL.L2.1a
Use ASL to meet basic survival needs.
Use ASL to meet basic survival needs.
WL17.ASL.L2.1b
Participate in expressive and receptive conversations on familiar topics using a variety of phrases and simple sentences.
Participate in expressive and receptive conversations on familiar topics using a variety of phrases and simple sentences.
WL17.ASL.L2.1c
Ask and answer questions on factual information.
Ask and answer questions on factual information.
WL17.ASL.L2.1d
Talk about their daily activities and personal preferences.
Talk about their daily activities and personal preferences.
WL17.ASL.L2.1e
Describe in the past time frame.
Describe in the past time frame.
WL17.ASL.L2.2
Comprehend and interpret live or recorded American Sign Language on familiar topics using the past tense.
Comprehend and interpret live or recorded American Sign Language on familiar topics using the past tense.
Unpacked Content
Knowledge
Students know:
- strategies to comprehend and restate/retell information.
- strategies to locate key information.
- strategies to receptively understand words, phrases, and simple sentences related to daily activities strategies to comprehend information presented in the past tense.
- strategies to comprehend and understand time, including numerical incorporation, for time in the past tense.
Skills
Students are able to:
- receptively comprehend and expressively restate information from viewed ASL presentations or Vlogs using the past tense.
- receptively comprehend, locate and state key information from live or recorded announcements and messages connected to daily activities using the past tense.
- receptively comprehend time, including numerical incorporation, in the past tense.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
WL17.ASL.L2.2a
Restate information from viewed ASL presentations.
Restate information from viewed ASL presentations.
WL17.ASL.L2.2b
Locate key information from live or recorded announcements and messages connected to daily activities in ASL.
Locate key information from live or recorded announcements and messages connected to daily activities in ASL.
WL17.ASL.L2.3
Present information on familiar topics with a variety of words, phrases, and simple sentences in American Sign Language using past or present time frame.
Present information on familiar topics with a variety of words, phrases, and simple sentences in American Sign Language using past or present time frame.
Unpacked Content
Knowledge
Students know:
- strategies to present information to an audience or a recording device.
- ASL vocabulary for people, activities, and anecdotes.
- strategies/rules to represent the frequency or duration of the temporal aspect of the verb.
- familiar ASL anecdotes.
- strategies to present anecdotes, including conversations, using body shifts, contrastive structure and spatial referencing.
- strategies/rules to present information in the past or present time frame.
Skills
Students are able to:
- present to an audience or recording device basic information about people and activities using words, phrases, and simple sentences.
- recite to an audience or recording device brief memorized anecdotes using target vocabulary and grammar.
- use the past or present time frame to present information.
- present some verbs showing duration and frequency correctly.
- produce high frequency words and vocabulary words to present information.
- present familiar anecdotes with accurate representation of information through body shifts, contrastive structure, and spatial referencing.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
- information is often expressed in the target language with live audiences or via recorded devices.
- the Deaf community has familiar anecdotes which hearing students can also memorize and recite.
- ASL has past and present time frames.
