2016 ASL LEVEL I - Loudoun County Public Schools
ASL I - III Curriculum 2016-2017LOUDOUN COUNTY PUBLIC SCHOOLSWORLD LANGUAGES AND CULTURESAmerican Sign Language I 2016‐2017June 2016ASL LEVEL ILCPS World Languages and Cultures 2016-2017Page 1 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Year Round/ TechnologyRecommended # of Lessons: Throughoutthe year National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode) 2.1‐Students demonstrate an understanding of the relationship between practices and perspectives of American Deaf culture. 2.2‐Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture. 3.1‐Students reinforce and further their knowledge of other disciplines through American Sign Language. 3.2‐Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4.1‐Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages. 4.2 Students demonstrate the understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5.1‐Students use American Sign Language within and beyond the school setting. 5.2‐Students show evidence of becoming life‐long learners by using American Sign Languages for personal enjoyment and enrichment.COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Understand the impact of newCompare use of technology in different Ask and answer questions regardingPresent information related to the use technology on Deaf culturecommunitiestechnology used by Deaf peopleof technology by Deaf peopleIdentify and describe the impact ofInterpretive:new technology on Deaf cultureUnderstand information related to theuse of technology by Deaf peopleCompare the use of technology indifferent communitiesInterpersonal:Maintain conversations related to theuse of technology by Deaf peopleLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 2 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL VOCABULARYTTY, TO-CALL-BY-TTY, TEXT, PHONE, VIDEO RELAY SERVICE, VIDEOPHONE/WEBCAM, INTERPRETER.Devices: TTY, Videophone, Light-flashers, Alarm Clocks, Assistive Listening Devices, Baby Monitors, Doorbells,Smoke S/ ACTIVITIESASSESSMENTS/ RUBRICSResources:Signing Naturally Cultural NotesMaster ASL!Harris Communication MagazineExplains TTY Relay Services https://www.youtube.com/watch?v vsQ73575Qp8Explains Sorenson VRS https://www.youtube.com/watch?v WCtWFmkRFvcActivities:Tour of school/community locating devices, Use TTY, Use VRS, Magazine scavenger hunt for items and functions, Planhouse with devices for Deaf familyDialoguesPresentationsPartner ActivitiesTeacher made QuizzesLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 3 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Personal and Public Identity/Introduction to ASL and the Deaf CommunityRecommended # of Lessons: 5Quarter 1 National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode) 2.1‐Students demonstrate an understanding of the relationship between practices and perspectives of American Deaf culture. 3.2‐Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4.1‐Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages. 4.2 Students demonstrate the understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5.1‐Students use American Sign Language within and beyond the school setting.COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Greet native ASL users.Compare viewpoints of use of eyeAsking and responding to basicSigning of appropriate repetitiongaze.questions and need forphrasesCulturally appropriate ways of askingclarification.Asking for clarificationfor clarificationCompare ways of getting attention.Demonstrate proper eye gazeInterpretive:Gestures vs. signing to converseUnderstanding clarification phrasesamong Deaf people.Understand that ASL is adistinct language.Interpersonal:ASL as a distinct language.Conversing about basic ASL elements.Demonstrate proper attentionAsking and responding to questionsDeaf Culture as a distinct culturegetting.different than hearing culture.Last Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 4 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL ES/ ACTIVITIESASSESSMENTS/ RUBRICSASL, SIGN, TALK, LOOK, AGAIN, PLEASE, UNDERSTAND, DON'T-UNDERSTAND, SORRY, KNOW, DON'TKNOW, REMEMBER, FORGET, SLOW, Fingerspelling Names, CULTURE, LANGUAGE, GOOD MORNING,WHAT’S-UP, NOTHING, FINE, GOOD, BAD, HELLO, GOODBYE, RIGHT, WRONG, SAME, DIFFERENT,YOUR, NAME, WHAT, NICE, TO-MEET, ME, MY, YOU, YES, NO, WHO, WHERE, BATHROOM, CLINIC,NURSE, WATER, STUDENT, TEACHER, WRITE, DRAW, ACTIVITY, WHAT-DOBegin Yes/No and Wh-QuestionsBegin Survival vocabularyBegin introducing Deaf CultureEye GazeResources:Old Signing Naturally Unit 1Old Signing Naturally Culture/Language NotesOld Signing Naturally Intro to Deaf Community QuizNew Signing Naturally Unit 1:1 (Who, What, Where, Names)New Signing Naturally Unit 1:2 (Cardinal Numbers 1-10)New Signing Naturally Unit 1:3 (fingerspelling names)New Signing Naturally Unit 1:5 (eye gaze, wh-questions, beginning and end of conversations)New Signing Naturally Unit 1:12 (attention getting)Master ASL!Activities:Clarification Skits, Fingerspelling Games (Guess Who, Hangman, Telephone)DialoguesPresentationsPartner ActivitiesTeacher made QuizzesLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 5 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Personal and Public Identity/ IntroductionsRecommended # of Lessons: 5Quarter 1 National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode) 2.1‐Students demonstrate an understanding of the relationship between practices and perspectives of American Deaf culture. 3.2‐Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4.1‐Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages. 4.2 Students demonstrate the understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5.1‐Students use American Sign Language within and beyond the school setting.COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Understand Deaf cultural information Compare cultural standards forFingerspell full nameExpressing appropriate greetings and needed in introductions (Name,introductions.leave‐takingsWhere from, hearing/deaf, teacher’sExchange introductionsIntroduce selfname/school name, have deafness in Deaf community need to makethe family)connections in introductions.Demonstrate culturally appropriateInterpretive:greetings and leave‐takings.Understand introduction of othersUnderstand what a name sign is and Compare length and directness ofgreetings and leave‐takings.how name signs are given in DeafDemonstrate non‐manual markersInterpersonal:culture.for asking questionsAsk and respond to appropriateCompare grammatical structures inintroduction questionsforming questions.Maintain introduction conversationLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 6 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL ES/ ACTIVITIESASSESSMENTS/ RUBRICSHELLO, HOW-ARE-YOU?, FEEL, GOOD, NOT, FINE, BAD, SO-SO, OK, SICK, TIRED, HAPPY, WHAT'SUP?, NOTHING, SAME-OLD, NAME, FIRST, MIDDLE, LAST, NICE-TO-MEET-YOU, SEE-YOU-LATER, SEEYOU-SOON, “THUMBS-UP,” GOOD TO-SEE-YOU, SAME, GOODBYE, SEE-YOU-TOMORROW, WHO,WHAT, WHERE, WHICH, ME, YOU, HE/SHE/IT, MY, YOUR, FROM, GOOD MORNING, GOOD AFTERNOON,GOOD NIGHT, AGAIN, LEARN, ASL, HAVE GOOD DAY, HAVE GOOD WEEKEND, TAKE-CARE, OH-I-SEEYes/No and WH-QuestionsPersonal PronounsPossessive PronounsResources:Old Signing Naturally, Unit 1New Signing Naturally 2:1 (yes/no questions, hearing status)New Signing Naturally 2: Vocabulary Review (greetings/leavetakings)New Signing Naturally 2:12 What is signNew Signing Naturally 1:Vocabulary Review (questions signs)New Signing Naturally 1:5 (wh- questions)Master ASL!ASLpro.com (fingerspelling practice)Lifeprint.com (fingerspelling practiceActivities:Name Games, Partner Introductions, Find Someone Who.Fingerspelling Name QuizTeacher made quizzesDialoguesPresentationsPartner IntroductionsLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 7 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Personal and Public Identities/ Personal InformationRecommended # of Lessons: 6Quarter One National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode) 2.1‐Students demonstrate an understanding of the relationship between practices and perspectives of American Deaf culture. 3.2‐Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4.1‐Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages. 4.2 Students demonstrate the understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5.1‐Students use American Sign Language within and beyond the school setting.COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Student demonstrates understanding of Students compare hearing (teenage)Students can introduceInform others of hearing statusthree essentials of Deaf culturalintroductions to Deaf culturalthemselves by stating theirInform others of school statusintroductions: First and Last Name,introductions.name, hearing status, schoolInform others of language classes youHearing Status, and Teacher'sstatus, language they learn,teach/learnName/Where learning ASL.gender, teacher's name, andInform others of teacher/student statusstudent/teacher status.Inform others of genderStudent demonstrates understanding oftendency for the Deaf community toStudents can ask forInterpretive:make connections of personalclarification.Identify others from informationinformation.presented.Students can expressUnderstand someone's hearing statusunderstanding.Understand someone's school statusUnderstand language that someoneStudents can identify andteaches/learnspresent the parts of a DeafLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 8 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017Identify who is a teacher/studentIdentify who is a male/femalecultural introduction.Interpersonal:Express understanding or need ofclarificationAsk and respond to questions abouthearing status, school status, languagestaught/learned, teacher/student status,and genderLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 9 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL ES/ ACTIVITIESASSESSMENTS/ RUBRICSHEARING, DEAF, MAN, WOMAN, GIRL, BOY, HIGH‐SCHOOL, MIDDLE SCHOOL, ELEMENTARY SCHOOL, ASL, SPANISH, FRENCHGERMAN, LATIN, CHINESE, ENGLISH, STUDENT, TEACHER, YES, NO, CORRECT, OH‐I‐SEE, NOT, UNDERSTAND, DON'T‐UNDERSTAND, REMEMBER, FORGET, KNOW, DON'T‐KNOW, CHAIR, SIT, DOOR, DOOR‐OPEN/CLOSE, WINDOW, WINDOW‐OPEN/CLOSE, LIGHT‐ON/OFF, ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL, COLLEGE, UNIVERSITY, GRADUATE, AGE #’s,GALLAUDET, TOWN, COMMUNITY, TAKE‐UP, LANGUAGE, LEARN, STUDY, FRESHMAN, SOPHMORE, JUNIOR, SENIORWH‐Questions (Signs and Structure)Yes/No Questions (Signs and Structure)Personal PronounsPossessive PronounsNoun/Verb PairsContrastive StructureResources:Signing Naturally 1, Unit 2, p. 7‐9, 12‐15New Signing Naturally 1:8 (male/female identity)New Signing Naturally 1: Vocab reviewNew Signing Naturally 2: Unit reviewNew Signing Naturally 2:1 Hearing/Deaf, Agent markersNew Signing Naturally 2:4 (language background)Master ASL!Activities:Partner Dialogues and Skits, Introduce partner to group, Matching personal information, Scavenger hunt, Find someonewho., Describe/create information for pictures of peopleDialoguesPresentationsPartner ActivitiesTeacher made QuizzesLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 10 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Personal and Public Identities/ Locations in SchoolRecommended # of Lessons: 6Quarter 1 National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode) 2.1‐Students demonstrate an understanding of the relationship between practices and perspectives of American Deaf culture. 3.1‐Students reinforce and further their knowledge of other disciplines through American Sign Language. 3.2‐Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4.1‐Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages. 4.2 Students demonstrate the understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5.1‐Students use American Sign Language within and beyond the school setting.COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Schooling options for Deaf children Compare hearing public school life to Understand and express need forExpress basic school itemsbasic school items(residential school, mainstreaming) Deaf residential school life.Express locations in the schoolUnderstand and express locations andDescribe basic directions from one Deaf community views on schooling Comparison of arrangement offurniture and seating arrangements for basic directions in a schoolplace to anotheroptionsExpress distanceASL and other classesUnderstand and express distancesDeaf cultural norm of sitting so youbetween places in a schoolInterpretive:can make eye contact with the group(circular or semicircular)Understand basic school itemsDescribe school options for DeafUnderstand description of location inchildrenthe schoolComprehend basic directions from oneplace to anotherExplain Deaf community views onLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 11 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017Comprehend distanceschool optionsInterpersonal:Ask and answer questions about basicschool itemsAsk and answer questions aboutlocations in the schoolAsk and answer questions aboutdistance and basic directionsLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 12 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL ES/ ACTIVITIESASSESSMENTS/ RUBRICSPAPER, PEN/PENCIL, BOOK, CUP, BALL, KEY, HOW-MANY?, SNACK, FOOD, DRINK, SODA, COFFEE,CHOCOLATE, CHIPS, CANDY, MACHINE, FAVORITE, LIKE, DISLIKE, HALLWAY, STAIRS, CLASS, ROOM,LIBRARY, OFFICE, PRINCIPAL, ASSISTANTE PRINCIPAL, COPY ROOM, XEROX, COUNSELOR,NURSE/CLINIC, AUDITORIUM, ELEVATOR, GYM, MACHINE, CAFETERIA, SCHEDULE, MATH, SCIENCE,ENGLISH, HISTORY, PSYCHOLOGY, ELECTIVES, SCHOOL STORE, FRONT DOOR, FLAG, TRASH CAN,DRAMA, MUSIC, ART, WANT, BACK-PACK, DESK, CHAIR, COMPUTER, LAPTOP, HOMEWORK, Q-U-I-Z,TEST, PAPER, BUY, NEAR, FAR, ON-RIGHT, ON-LEFTWH-Questions (Signs and Structure)Yes/No Questions (Signs and Structure)Personal PronounsDistance and DirectionsSigner’s PerspectiveResources:Signing Naturally Unit 3New Signing Naturally Unit 3:6 (directions and distance)New Signing Naturally Unit 3:10 (conversations with descriptions)New Signing Naturally Unit 3 Vocab reviewMaster ASL!School MapActivities:Present true/creative class schedule, whiteboard activity w/snacks, class questionnaire, Find Someone Who , race withschool supplies, present true/creative school layout, In-school field trip/walk around to learn locations and signsDialoguesPresentationsPartner ActivitiesTeacher made QuizzesLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 13 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017THEME/TOPIC: Personal and Public Identities/ Numbers 1‐20Recommended # of Lessons: 1Quarter 1 National/State Standards: 1.1‐Students use ASL to engage in conversations and provide information, express feelings and emotions, and exchange opinions. (interpersonalmode) 1.2‐Students comprehend and interpret live and recorded American Sign Language on a variety of topics. (interpretive mode) 1.3‐Students present information, concepts, and ideas to an audience of viewers in ASL. (presentational mode)COMMUNICATIONCULTURES/ CONNECTIONSCOMPARISONS/ COMMUNITIESESSENTIAL KNOWLEDGE‐Interpersonal(Facts & nal:Optional: Compare cardinal and ordinal Understand and express cardinalConnections with math classesPresent cardinal numbers 1‐20 innumbersnumbers 1‐20 in contextcontextInterpretive:Understand cardinal numbers 1‐20 incontextInterpersonal:Use cardinal numbers 1‐20 inconversational contextLast Updated: August 26, 2016LCPS World Languages and Cultures 2016-2017Page 14 of 128
ASL I - III Curriculum 2016-2017ASL I Curriculum 2016-2017USEFUL VOCABULARYNUMBER, COUNT, HOW-MANY, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,
Master ASL! _ Activities: Clarification Skits, Fingerspelling Games (Guess Who, Hangman, Telephone) ASSESSMENTS/ RUBRICS Dialogues Presentations Partner Activities Teacher made Quizzes ASL
e0402 ASL: Tales From the Green Books ASL DVD e0403 Master ASL! Level 1 ASL DVD e0404 Bird of a Different Feather/For a Decent Living (Student) ASL DVD e0405 Bird of a Different Feather/For a Decent Living (Teacher) ASL DVD e0408 Signing Naturally: Le
ASL is Not English xviii A consistent theme throughout Level One is the distinct separation between ASL and English. Mouthing, voicing, or whispering English while signing is a clear indication that ASL is not being used. Master ASL! focuses on developing ASL skills rather than English-influenced variants.
and Deaf Culture your students will need for their ASL journey, but the ASL grammar book is the only book for students completely dedicated to ASL grammar. Your students will be able to learn how to successfully and accurately sign in ASL right from the beginning--something most ASL students don't get to do. 2.
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
ASL, to the Deaf community and the culture of the Deaf people, to the methods of teaching ASL as a second language, and to the many Issues facing the field of ASL instruction. Extensive information. is offered. to help the ASL student understand the language in its. cultural. context and to help ASL educators and program administrators design
This book does a great job of exploring what makes ASL its own unique language. Start ASL has done it again!” John Miller, Co-Founder, Educator www.signingsavvy.com “I found this book to be valuable as a quick reference for non-vocabulary aspects of ASL. I recommend this book to anyone who needs to master ASL as a second language.” Omer .
Jun 25, 2019 · ASL’s syntax is similar to C, but there are notable semantic differences, like data types and scoping rules. The fundamental language construct of ASL is the DefinitionBlock. All ASL code must reside inside of DefinitionBlock declarations. ASL code found outside of any DefinitionBlock will beFile Size: 753KB
ASL will support multiple nodes on one server. For the bridge, this allows us to easily connect and disconnect ASL from DMR. Not all nodes on ASL need be in the public node list. These type of nodes are called private nodes. We are going to add a private node to ASL. Thi
