Scripted Lessons: An Example- ASL
Scripted Lessons:An Example- ASL2015 Global Education Summit@USAIDEducation
Teaching Skills or Understanding?Acquiring a skill requires: Explicit, incremental, sequential, and cumulative instruction Repeated practice of steps, often in isolation first, to developautomaticity Higher level skills rely on automaticity of lower level skills Skills ultimately operate in the background without muchconscious effortReading fluently requires a whole host of skills
Teaching Skills or Understanding?Acquiring understanding: Involves learning and applying vocabulary and backgroundknowledge Applying reasoning skills Understanding language
Teaching decoding to low literacy students When teaching skills, assumptions about studentability cannot be made Unless teachers have deep experience teachingseverely challenged students, they tend to makeunconscious assumptions Our experiences tell us that too often students fail tolearn because of these assumptions
Our recent experienceApprentissage Systématique de la Lecture (ASL)Systematic Approach to Reading Niger, West AfricaGrade 1 reading curriculumPilot in 150 schools4 languages: Fufulde, Hausa, Kanuri, ZarmaNational language is French
Scope & SequenceSee Handout Pages 3–5Phase 1: Getting Ready to Read – Pre-reading About BooksLetter SongLetter Names - Lower, then Upper CaseOral SyllableLetter SoundsBlending Letter Sounds into SyllablesPhase 2: Learning to Read – Decoding Read 2-Syllable Words in isolation, lists, sentences, and short paragraphsRead 3-Syllable Words in isolation, lists, sentences, and short paragraphsAlso includes: Daily Read Aloud with vocabulary and questionsLetter Formation & Spelling as a separate component
Pre-reading skills: a new conceptExplicitly teaching pre-reading skills was a new concept for ourteachersDetailed complete scripts for each lesson provide teachers with: Specific and complete content for each lesson Step-by-step instruction of concepts and skills(Instruction with I Do, We Do, You Do) Routines for practice with I Do, We Do, You Do Procedures insure individual practice for all students Scripts include immediate Positive Error Correction
Example of step-by-step instructionSee Handout Pages 6–7ASL Lesson 1, Part 4 – About Books Teach How to Hold a Book Practice Holding the Book Correctly Teach Front of the Book Practice Front of the Book Teach Back of the Book Practice Back of the Book
Look at an ASL lesson script Bilingual: Teacher directions in FrenchWhat students hear in local languageSee Handout Pages 9–14Pages 15–19 are fromStudent BookEach lesson has a complete scriptTeacher’s words in bold in numbered stepsWhat goes on the blackboard is pictured‘Junior pages’ show page in student bookWord lists for oral syllable give teachers words to use forinstruction and practice
A bit of ASL lessons in action
Some early resultsSee Handout Page 20
EveryoneSings theAlphabet Song
Teach Front of the Book Practice Front of the Book Teach Back of the Book . Some early results See Handout Page 20 . Everyone Sings the Alphabet Song . Title: Scripted Lessons: An Example- ASL Author: Rossi Subject: Scripted Lessons: An Example- ASL Keywords: Scripted Lessons
Tucker Turtle Takes Time to Tuck and Think Scripted Story Tips For tips and guidelines about “Scripted Stories”, please begin by reading “Scripted Stories for Social Situations Tips” located in the Scripted Stories folder on your CD. This story is intended to be used in conjunction with the “Turtle Technique” (see file on CD).File Size: 492KBPage Count: 19
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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.
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
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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
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