Big Ideas
Big Ideas
Viewing with intent helps us acquire a new language.
Non-verbal cues
non-manual signals, including facial expressions, pausing and timing, shoulder shifting, mouth morphemes, eye gaze
contribute meaning in language.
We can explore our identity through a new language.
Reciprocal
involving back-and-forth participation
communication is possible with gestures ASL has iconic signs that look like the actions or concept represented.
.
Stories
Stories are a narrative form of text that can be written or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language.
Each culture has traditions and ways of celebrating
Content
Learning Standards
Content
ASL as a natural language
a language that has evolved naturally through use and repetition; a complete language on its own
manual alphabet
numbers 1-20
gender placement
general rule for location of masculine and feminine signs
of signs
non-manual signals
Non-manual signals (NMS) are parts of a sign that are not signed on the hands (e.g., ASL adverbs made by eyes and eyebrows; ASL adjectives made using the mouth, tongue, and lips). For this level, non-manual signals include but are not limited to:
- facial expression matching the meaning and content of what is signed (e.g., mad, angry, very angry)
- mouth morpheme: “cha” (big)
- head nod/shake
number story 1-5
Number stories use number signs in sequence to express a short story, and can consist of a descriptive sentence or sequence of events.
common, iconic signs and basic ASL structure , including:
- topic and time, using shoulder shift, hand list format, and the sign “which” to indicate choice
- conveying a positive or negative emotion
- recognizing whether a sign is “quiet” or “loud” (intended for individuals or large audiences – “whispered” or “shouted”)
- making a statement or asking a question
- questions“WH question” facial expressions (i.e., who, what, where, when, how, how many, and why) and some basic responses; yes/no questions
- information about themselves and others
- likes, dislikes, and preferencesopposite movements (e.g., want/don’t want, like/don’t like)
- descriptionsdescriptive signs, numbers, colours, sizes, and other attributes
common elements of cultural traditions
cultural aspects
e.g., creative handshape play as an integral part of the language and culture of the Deaf community; ASL as a natural language; ASL as a non-written language
of and information about Deaf communities
First Peoples perspectives connecting language and culture, including histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between gestures, common facial expressions
e.g., eyebrow position, head movements
and meaning
Recognize varying meanings in size, style
the addition of non-manual signals (facial expressions, gestures, and body language that show varying degrees of emotion or intensity)
, and intensity of signs
Identify key information in simple signed phrases
Comprehend high-frequency vocabulary and simple stories
Use language-learning strategies
e.g., context, prior knowledge, interpretation of gestures, facial expressions, compound signs (e.g., breakfast = [eat + morning], parents = [mother + father], agree = [think + same])
Respond to simple commands and instructions
Participate in simple interactions
Seek clarification of meaning
- Again, please.
- How do you sign…?
- I don’t understand.
- Slow down, please.
- iconic signs that look like the intended meaning (e.g., eat, drink, sit, stand, sleep, book, door)
Share information using the presentation format
e.g., digital, visual; aids such as charts, graphics, illustrations, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Demonstrate awareness of the Deaf community and some of its unique conventions
For example, Deaf conventions for attention-getting may include shoulder tapping, stomping on ground, and flicking of lights.
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge, other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline specific, cultural, embodied, intuitive
, and local cultural knowledge