| Curricular Competency |
Seek clarification of meaning |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Again, please.How do you sign…?I don’t understand.Slow down, please. |
|
| Curricular Competency |
Develop proficiency in finger spelling |
American Sign Language (ASL) 6 |
Thinking and communicating |
|
| Curricular Competency |
Exchange ideas and information in complete ASL sentences |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: ASL sentences |
Elaboration: There is no written form of an ASL sentence. |
|
| Curricular Competency |
Respond to simple questions, commands, and instructions |
American Sign Language (ASL) 6 |
Thinking and communicating |
|
| Curricular Competency |
Create simple number stories |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: number stories |
Elaboration: Number stories use number signs in sequence to express a short story, and can consist of a descriptive sentence or sequence of events. |
|
| Curricular Competency |
Use language-learning strategies |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., context, prior knowledge, interpretation of gestures, facial expressions, compound signs (e.g., breakfast = [eat + morning], parents = [mother + father], agree = [think + same]), iconic signs that look like the intended meaning (e.g., eat, drink, sit, stand, sleep, book, door) |
|
| Curricular Competency |
Comprehend high-frequency vocabulary, simple stories, and simple creative works |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: Comprehend |
Elaboration: identify key information |
| Keyword: creative works |
Elaboration: represent the experience of the people from whose culture they are drawn (e.g., number stories, deaf mime, songs, poetry) |
|
| Curricular Competency |
Identify key information in signed phrases |
American Sign Language (ASL) 6 |
Thinking and communicating |
|
| Curricular Competency |
Recognize the relationships between common handshapes and location of signs, and their role in making different meanings |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: relationships |
Elaboration: e.g., mother/father, dry/summer |
|
| Curricular Competency |
Recognize the relationships between style and gestures, position of a sign, common facial expressions, and meaning |
American Sign Language (ASL) 6 |
Thinking and communicating |
| Keyword: style |
Elaboration: the addition of non-manual signals (e.g., facial expressions, gestures and body language that show varying degrees of emotion or intensity), speed, size |
|
| Big Ideas |
Each culture has traditions and ways of celebrating |
American Sign Language (ASL) 5 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language. |
American Sign Language (ASL) 5 |
No CCG |
| Keyword: Stories |
Elaboration: 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. |
|
| Big Ideas |
Reciprocal communication is possible with gestures. |
American Sign Language (ASL) 5 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
| Keyword: gestures |
Elaboration: ASL has iconic signs that look like the actions or concept represented. |
|
| Big Ideas |
We can explore our identity through a new language. |
American Sign Language (ASL) 5 |
No CCG |
|
| Big Ideas |
Non-verbal cues contribute meaning in language. |
American Sign Language (ASL) 5 |
No CCG |
| Keyword: Non-verbal cues |
Elaboration: non-manual signals, including facial expressions, pausing and timing, shoulder shifting, mouth morphemes, eye gaze |
|