Courses of Study

a. Communicate on some very familiar topics using single words or learned phrases.

b. Answer simple questions asked in ASL.

c. Greet peers and introduce selves.

a. Recognize key words and phrases in American Sign Language.

b. Identify people and objects in their environment.

c. Understand basic instructions given using ASL.

d. Apply simple spatial referencing skills using pronominal awareness.

a. Present information about selves with one word or simple learned phrases.

b. Memorize and perform a simple handshape or ABC story.

c. Create recordings of a topic using American Sign Language.

a. Use appropriate attention getting techniques.

b. Participate in culturally-authentic simulations.

c. Identify poetry and rhymes from the Deaf culture.

d. Observe and imitate simple patterns of behavior of Deaf people.

a. Attend to and acquire vocabulary related to age-appropriate school content.

a. Compare the alphabet and numbers in English and handshapes in ASL.

b. Recognize difference and similarities in syntax, verb tenses, and nouns in ASL and English.

c. Experiment with forming age- and developmentally-appropriate facial expressions and non- manual markers.

a. Compare gestures used to greet family, friends and acquaintances.

b. Compare and contrast tangible products of the hearing and Deaf cultures.

c. Compare simple behavior patterns in the hearing and Deaf cultures.

Examples: Perform for school or community celebrations.
Identify places in the community where the American Sign Language is used.
Identify professions which require proficiency in American Sign Language.
Watch age appropriate recorded storytelling, poetry, VLOGs, or jokes from the target culture.

a. Communicate on very familiar topics using a variety of words and phrases.

b. Make simple statements in a conversation.

c. Ask simple questions.

a. Recognize everyday words and phrases on topics related to personal experiences.

b. Identify handshapes.

c. Categorize vocabulary in predictable topic areas.

d.Differentiate between statements and questions, including corresponding non-manual markers.

a. Present information about selves using a variety of words and phrases.

b. Create recordings in ASL about daily activities.

a. Name practices observed in festivals, holidays or daily life.

b. Identify landmarks and symbols of the Deaf culture.

c. Identify similarities and differences between the Deaf and hearing cultures.

d. Describe tangible products from the Deaf culture.

a. Acquire and expand vocabulary related to age-appropriate school content.

a. Use examples of personal and possessive pronouns in ASL.

b. Compare word order of English and American Sign Language.

c. Compare and discuss gestures used by hearing people that are also used in ASL.

a. Compare and contrast intangible products (poems, rhymes, stories, jokes) of the hearing and Deaf cultures.

b. Analyze the daily routines and celebrations (holidays) of the hearing and Deaf cultures.

Examples: Interact with speakers of American Sign Language in person or virtually.

a. Communicate and exchange information on familiar topics using simple sentences.

b. Engage in short social interactions with peers.

c. Exchange some personal information with peers.

d. Express simple descriptions and short messages on familiar topics.

a. Report on content of a brief message on familiar topics viewed in ASL.

b. Identify the main idea in a viewed message.

c. Identify the main characters of a story viewed in ASL.

d. Recall details in simple ASL productions that contain familiar vocabulary.

a. Present basic information of familiar topics using simple sentences.

b. Express information about daily life in a video or VLOG.

c. Express basic information about learned material.

a. Use appropriate gestures and etiquette from the Deaf culture.

b. Observe and analyze patterns of behavior typical of the Deaf culture.

c. Draw conclusions about Deaf culture values based on authentic materials.

a. Acquire and expand vocabulary related to age-appropriate school content.

a. Compare similarities and differences in writing systems of ASL and English language.

b. Recognize idiomatic expressions in American Sign Language and English.

c. Compare and contrast patterns intonation and register in ASL and English.

d. Compare and contrast patterns of communication such as style, syntax, and audience in ASL and English.

a. Hypothesize about relationships between cultural practices and cultural perspectives.

b. Identify Deaf culture patterns of behavior in a variety of settings.

c. Speculate as to why certain products originate in the Deaf culture.

Examples: Attend or use media to view events that highlight the Deaf community and ASL.

a. Converse on familiar topics connecting basic sentences to provide information on familiar topics.

b. Ask and answer questions on factual information familiar to the student.

c. Retell information with details about what is viewed.

d. Create and express a series of sentences on familiar topics.

a. React to signed news clips, articles, or VLOGs on current issues.

b. Describe main themes with significant details on topics of current interest.

c. Find basic information in a recorded announcement, video article, or other VLOG.

a. Present information on familiar topics using a variety of simple sentences.

b. Present stories, jokes, or dramatic readings.

c. Present about topics of interests.

a. Engage in conversation demonstrating culturally respectful behavior.

b. Identify and research an area of interest in the Deaf culture.

c. Participate in age-appropriate cultural practices such as voice off activities or TV viewing with closed caption only.

a. Acquire, expand and apply vocabulary related to age-appropriate school content using simple sentence structures.

b. Use materials intended for same-age Deaf peers.

a. Identify words in the target language that have no translation in English.

b. Hypothesize about the similarities of language based on awareness of iconicity and handshapes.

c. Analyze idiomatic expressions in the target language.

a. Demonstrate an ability to recognize and correctly use non-manual markers that are distinctive to ASL.

b. Analyze the role of family in hearing and Deaf cultures.

c. Critique the role of social networking in the Deaf culture.

Examples: Travel (real or virtual) to an event in the Deaf community.
Prepare a group performance for a school or community celebration.
Participate in club activities that benefit the Deaf community.

a. Use language to handle tasks related to personal needs.

b. Exchange information about daily activities and personal preferences.

c. Support personal opinions with some details.

d. Exchange information about a topic of special interest to the student.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected recordings or videos.

c. Determine the main idea of a presentation or recording with unfamiliar vocabulary.

a. Present information on familiar topics using connected sentences.

b. Create and present short reports about learned or researched topics.

c. Make a presentation about personal and social experiences.

a. Role play culturally appropriate interactions in a variety of daily activities.

b. Use culturally appropriate eye-gaze and non-manual markers among peers or mixed groups.

c. Explore, analyze, and present the how and why of common cultural practices and perspectives.

a. Acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.

b. Use materials intended for same-age speakers of American Sign Language.

a. Compare how different time frames are expressed in ASL.

b. Identify and compare language appropriate to specific social groups.

a. Compare and contrast the preparation for and choice of careers of Deaf adults.

b. Identify and analyze the tangible and intangible products of the Deaf culture.

Examples: Interpret materials or use media from the Deaf culture for enjoyment.
Create and record short stories to present to others.
Simulate interactions that may take place in a community setting.

a. Use ASL to share events and experiences in various time frames.

b. Synthesize learned material to produce unrehearsed conversations.

c. Use ASL to complete tasks requiring multiple steps.

d. Narrate a simple story.

e. State a viewpoint on an issue and support opinions.

a. Restate information from short recordings.

b. Relate main ideas and significant details on unfamiliar topics.

c. Use knowledge acquired in other settings to comprehend concepts in ASL.

a. Present information in an organized manner on a variety of topics in various time frames.

b. Express ideas about community topics, entertainment or social events.

c. Present a viewpoint and support opinions.

a. Connect perspectives to associated products and practices.

b. Adapt language and behavior to the culture of the audience.

c. Analyze connections between products, practices, and perspectives based on research on a topic of interest.

a. Acquire, expand and apply vocabulary related to age-appropriate school content.

b. Use materials intended for same-age Deaf peers.

a. Compare syntax functions.

b. Hypothesize about the origins of idioms.

a. Recognize the interests and practices they have in common with Deaf peers and peers in various other cultures.

b. Investigate products, practices, or perspectives of the Deaf culture through research.

c. Critique social, economic, and political institutions of the Deaf culture.

Examples: Seek out authentic materials in the Deaf culture related to student interest.
Use ASL to communicate with peers and other members of the Deaf community about daily life, experiences, and special events.
Invite community members to participate in ASL or Deaf related school events.

a. Greet and leave people in a polite way.

b. Exchange basic information about self and others.

c. Ask for and provide information.

d. Exchange basic information about their everyday lives.

a. Identify main characters, themes, and ideas from narratives.

b. Recognize words, phrases and simple sentences in a live or recorded text.

c. Interpret non-manual cues.

a. Present basic information.

b. Give simple instructions.

c. Tell about familiar objects, experiences, and daily routines.

d. Recite short memorized phrases, poems, and/or anecdotes.

a. Use basic appropriate gestures, such as greetings and farewells, in common interactions.

b. Identify Deaf culture behaviors in a variety of environments.

c. Identify typical activities, events, and celebrations of the Deaf culture.

a. Identify tangible products of the Deaf culture.

b. Recognize arts and graphic representations of the Deaf culture.

a. Students talk about topics from other school subjects using ASL.

b. Locate cities, states and countries where ASL is used.

a. Exchange ideas on various documents to interpret topics important to the Deaf culture.

b. Explore authentic websites and materials to interpret Deaf culture related topics.

a. Observe formal and informal forms of language.

b. Identify common ASL word order.

c. Understand the existence of noun-related classifiers in ASL.

a. Identify patterns of behavior in Deaf and hearing culture.

b. Identify celebrations in the Deaf and hearing culture.

c. Identify games, toys, and media produced for Deaf children.

Examples: Communicate with Deaf guest speakers in person or virtually.
Identify professions that utilize American Sign Language.

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.

a. Use ASL to meet basic survival needs.

b. Participate in expressive and receptive conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Talk about their daily activities and personal preferences.

e. Describe in the past time frame.

a. Restate information from viewed ASL presentations.

b. Locate key information from live or recorded announcements and messages connected to daily activities in ASL.

a. Present basic information about people and activities.

b. Recite brief memorized anecdotes using target vocabulary and grammar.

a. Use appropriate gestures, such as attention getting techniques and eye gaze, in common interactions.

b. Demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives.

c. Describe perspectives related to celebrations in the Deaf community.

a. Identify and observe tangible products of the Deaf culture.

b. Describe arts, crafts, or graphic representations of the Deaf culture.

c. Recognize fundamental themes of Deaf culture.

a. Use ASL vocabulary to refer to concepts from other subject areas.

b. Identify family members, relationships, and community information.

a. Watch age-appropriate short stories, folktales, and jokes that foster positive images of being Deaf.

b. View folktales and stories in ASL that reflect cultural practices and historical figures.

a. Demonstrate an understanding of parameters including location, movement, and non-manual markers.

b. Experiment with forming appropriate use of non-manual markers.

c. Use examples of personal and possessive pronouns in ASL.

a. Demonstrate awareness between mouth/ear and hand/eye communication and how different people communicate in different ways.

b. Observe and compare games and toys produced mainly for Deaf children.

Examples: Interact with speakers of American Sign Language in person or virtually.

Examples: Participate in recreational activities that reflect Deaf culture.
Participate in art activities centered on Deaf culture.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use ASL to handle tasks related to personal needs.

a. Describe main ideas, identify characters, and state details found in a variety of viewed informational texts.

b. Interpret gestures, facial expressions, non-manual markers and other visual cues.

a. Analyze and explain the meaning of selected classifiers.

b. Create simple, brief recorded messages about familiar topics.

c. Present selected poems, anecdotes and ASL stories.

a. Discuss and participate in activities enjoyed by Deaf teenagers such as athletics, dance, entertainment and the social norms that accompany these activities.

b. Understand appropriate social behaviors when interacting with mixed groups of Deaf and hearing individuals.

c. Participate in hands-on activities related to cultural practices in the Deaf culture.

a. Examine how the major themes of eyes, hands, and signs appear in Deaf art.

b. Recognize the contributions of Deaf scholars in areas such as math, medicine, and science.

c. Study and produce simple products of Deaf culture such as poetry and art.

a. Expand knowledge of common numbering systems used in science, mathematics and other fields.

b. Talk about topics from other school subjects using ASL.

c. Describe the importance of influential figures from the Deaf culture, past and present.

a. Compare how current events are reported in Deaf and hearing cultures.

b. Gain understanding of major events in Deaf history, both American and world-wide, that have had profound influence on Deaf culture.

a. Compare idiomatic expressions of ASL and their own.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in ASL and Deaf culture.

a. Compare selected activities and events of the Deaf and hearing cultures.

b. Compare selected cultural practices in the Deaf and hearing cultures.

Examples: Exchange information with speakers of American Sign Language in person or virtually.
Identify skills necessary to enter possible career options utilizing ASL fluency.
Simulate interactions that would occur in the Deaf culture.

Examples: Investigate authentic materials to learn more about topics studied in class.
Explore the internet to find authentic websites on current events.
Plan school events which promote the Deaf culture and awareness of the Deaf culture.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use ASL to communicate about subjects of particular interest to students.

c. Use ASL to communicate with Deaf peers from the local community/school to identify similarities and differences.

a. Give details from announcements and messages that are directly related to daily activities and school related topics.

b. Interpret gestures, non-manual markers, selected classifiers, and other visual cues.

c. Demonstrate an understanding of cultural nuances of meaning in expressive products of Deaf culture, such as ASL literature, humor, De'VIA and other visual arts.

a. Research and present reports in ASL on current events and Deaf culture relevant topics.

b. Present information on academic and work-related topics.

c. Demonstrate understanding of how signs are modified with inflection.

a. Explain how behaviors in the Deaf culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Participate in activities enjoyed by Deaf peers and examine the social norms associated with these activities.

a. Analyze the importance of tangible products of the Deaf culture including technology.

b. Analyze arts, crafts, or graphic representations of the Deaf culture.

c. Watch ASL films or vlogs that are currently relevant with Deaf peers.

a. Demonstrate understanding of how to apply ASL numbers in various contexts.

b. Share views using ASL on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the Deaf culture, past and present.

a. Explain how current events are reported in Deaf culture.

b. Compare and contrast advertisements from Deaf culture and local media.

c. Gain understanding of major events in Deaf history and the impact on Deaf culture.

a. Demonstrate the ability to recognize and correctly use classifiers and non-manual markers in ASL.

b. Compare temporal aspects of ASL and English.

c. Recognize differences and similarities in syntax, verb formation, nouns and pronouns in ASL and English.

a. Compare and contrast personal experiences of the Deaf and hearing culture.

b. Demonstrate awareness of their own culture by comparing it to daily activities in the Deaf culture.

c. Compare selected products in the Deaf and hearing cultures.

Examples: Exchange information with speakers of ASL in person or virtually in a variety of time frames and moods.
Simulate interactions and personal experiences that would occur in the Deaf culture.

Examples: Establish interpersonal relationships with ASL users.
Explore the internet to find authentic websites of current events and Deaf culture interests.
Attend cultural events or social activities that reflect Deaf culture.