Grades 9-12: American Sign Language

Other Georgia World Languages and Global Workforce Initiatives sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9-12: All Courses
• Grades 9-12: Chinese
• Grades 9-12: French
• Grades 9-12: German
• Grades 9-12: Latin I
• Grades 9-12: Latin II
• Grades 9-12: Spanish

Produce gestures, handshapes, movements, facial expressions and pantomime. (e.g., marked and unmarked handshapes, emotions).ASL1.IP1A

Produce and recognize appropriate attention-getting behaviors (eg., hand wave, shoulder tap).ASL1.IP1B

Sign basic greetings, introductions, farewells and expressions of courtesy (e.g., eye gaze, turn taking, please and thank you).ASL1.IP1C

Express like/dislike and agreement /disagreement (e.g., yes, no, maybe, negation, want/don't want).ASL1.IP1D

Make simple requests (e.g., basic directional verbs, stand/sit, don't mind).ASL1.IP1E

Ask for clarification (e.g., "what," again, understand).ASL1.IP1F

Give simple descriptions (e.g., introduction to size and shape specifiers, classifiers, adjectives).ASL1.IP1G

Follow and give simple directions (e.g., use of space, far/near, left/right).ASL1.IP1H

Ask questions and provide responses based suggested topics (e.g., yes/no and wh- questions).ASL1.IP1I

Use sequenced information meaningfully (e.g., telling time, days of the week, months, seasons, expressive fingerspelling, numbers 0 -100).ASL1.IP1J

Initiate, participate in, and close a brief exchange (e.g., turn taking and dialogue).ASL1.IP2A

Demonstrates SLPI Novice + to Survival or ASLPI Level 1 to 2 proficiency.ASL1.IP2B

Identify main ideas and some details, while viewing an ASL signed narrative.ASL1.INT1A

Comprehend simple culturally authentic ASL genres (e.g., ABC and number stories and poetry).ASL1.INT1B

Understand simple instructions, such as classroom procedures.ASL1.INT1C

Demonstrate SLPI Novice+ to Survival and ASLPI Level 1 to 2 proficiency receptive skills.ASL1.INT1D

Differentiate among statements, questions, and commands (e.g., yes/no, WH, rhetorical questions, commands).ASL1.INT2A

Recognize basic non-manual markers (e.g., facial grammar, mouth phonemes/morphemes).ASL1.INT2B

Present informational narratives (e.g., calendar, sports, weather).ASL1.P1A

Present personal narratives (e.g., family tree, house description).ASL1.P1B

Demonstrate SLPI Novice + to Survival and ASLPI Level I to 1.5 proficiency expressive skills.ASL1.P1C

Demonstrate SLPI Novice + to Survival and ASLPI Level I to I.5 proficiency skills in presenting rehearsed material (e.g., ABC/number stories, skits, assigned topics).ASL1.P2A

Demonstrate comprehension of rehearsed material. (videotape as well as live performance)ASL1.P2B

Demonstrate knowledge of contributions target culture to civilization (e.g., technology; art; theater and plays; sign language/deaf literature, media, games and jewelry).ASL1.CU1A

Identify commonly held viewpoints of the culture (e.g., cultural vs. medical views of deafness, D/d deaf, residential vs. inclusive models of education).ASL1.CU1B

Describe customs and traditions of the culture, such as greetings, celebrations, and courtesies (e.g., name signs, homecoming, deaf/hearing/hard of hearing, deaf only organizations).ASL1.CU1C

Demonstrate knowledge of the evolution and spread of American Sign Language (e.g., travels of T.H. Gallaudet; location of residential schools; Martha's Vineyard; Gallaudet University/NTID/CSUN; regional signs).ASL1.CCC1A

Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g., practice math fact drills; English/ASL grammar; famous deaf people; receptive fingerspelling).ASL1.CCC1B

Relate content from other subject areas to topics discussed in the language class (e.g., literature by or for deaf people; appearance of deaf characters in TV drama; sports; sign for and from other countries).ASL1.CCC1C

Compare patterns of behavior and interaction in the students' own culture with those of the target culture (e.g., phone/TV access; ring signalers, visual noise; proxemics; eye contact; driving; use of interpreters).ASL1.CCC2A

Demonstrate an awareness of elements of the students' own culture (e.g., communication and social interaction; other languages in the home, extended family).ASL1.CCC2B

Recognize similarities and differences in English and the target language regarding idioms, slang (e.g., simple translations to /from English and ASL).ASL1.CCC3A

Recognize basic sign parameters and inflectional patterns (e.g., same/different).ASL1.CCC3B

Give information about current events of target cultures (e.g., Deaf President Now, oral vs. manual).ASL1.CCC4A

Understand the impact of current events of the target culture (e.g., outcomes of Deaf President Now, No Child Left Behind, FCC-Video Phone, Americans with Disabilities Act, Miss Deaf America).ASL1.CCC4B

Identify examples of the target language and the culture studied that are evident in and through media, entertainment, and technology (Vlogs, ASL movies, careers requiring sign language skill).ASL1.CCC5A

Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture studied. (e.g., National Association of the Deaf, Registry of Interpreters for the Deaf, National Black Deaf Advocates, ASL web browser, Deaf Nation, local events).ASL1.CCC5B

Express needs and preferences (e.g., compare/contrast).ASL2.IP1F

Express feelings and emotions (e.g., varying degrees of intensity, inflection).ASL2.IP1B

Request help and clarification (e.g., how to communicate at a Deaf event).ASL2.IP1C

Give descriptions (e.g., advanced classifiers).ASL2.IP1D

Give and follow directions and instructions (e.g., locatives, and indexing).ASL2.IP1E

Ask questions and provide responses based on topics such as self, others, and immediate environment.ASL2.IP1F

Ask questions and provide responses about plans and events (e.g., time markers, listing, and sequencing).ASL2.IP1G

Initiate, participate in, and close an exchange.ASL2.IP2A

Use simple paraphrasing to convey and comprehend messages (e.g., retelling, and create story from picture stimuli).ASL2.IP2B

Use non-manual aspects of ASL to convey and comprehend messages (e.g., eye gaze, and role shifting).ASL2.IP2C

Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency in target language exchanges.ASL2.IP2D

Identify main ideas and essential details while viewing an ASL signed narrative.ASL2.INT1A

Comprehend culturally authentic ASL genres (e.g., poetry, jokes, and stories).ASL2.INT1B

Understand instructions (e.g., 2-3 step directions, recipes).ASL2.INT1C

Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency receptive skills.ASL2.INT1D

Differentiate among statements, questions, and commands (e.g., reciprocal verbs, distributional verbs).ASL2.INT2A

Comprehend basic non-manual markers (e.g., facial grammar, mouth phonemes/morphemes).ASL2.INT2B

Retell main ideas and essential details from level-appropriate ASL materials (e.g., summarizing signed narratives).ASL2.P1A

Give brief, organized signed presentations, using visual and technological support as appropriate.ASL2.P1B

Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency expressive skills.ASL2.P1C

Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency sign production skills of rehearsed and unrehearsed materials.ASL2.P2A

Demonstrate comprehension of material.ASL2.P2B

Participate in real or simulated cultural events (e.g., sign-only meals and activities).ASL2.CU1A

Identify patterns of behavior typically associated with Deaf culture (e.g., Deaf clubs, Deaf sports).ASL2.CU1B

Examine international Deaf communities (e.g., foreign deaf communities and sign languages, international organizations, Deaf Way, World Federation of the Deaf, and Deaf Olympics).ASL2.CU1C

Give examples of historical perspectives of American Sign Language (e.g., French influence on ASL, Milan Conference, A.G. Bell and Thomas Minor Gallaudet, and educational environments).ASL2.CCC1A

Relate information acquired in other subjects, such as the use of technology.ASL2.CCC1B

Compare and contrast social conventions of the target culture with the student(s)' own culture (e.g., family dynamics, deaf child/deaf parents, deaf child/hearing parents).ASL2.CCC2A

Compare vocabulary usage and structural patterns of the target language with English (e.g., conjugation of verbs and time markers)ASL2.CCC3A

Use level-appropriate idiomatic expressions and slang in the target language (e.g., "loser", "whatever", train-gone-finish).ASL2.CCC3B

Give information regarding major current events of the target culture.ASL2.CCC4A

Understand the impact of major current events on the target culture.ASL2.CCC4B

Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.ASL2.CCC5A

Illustrate how the target language and culture studied are evident in and through the media, entertainment, and technology.ASL2.CCC5B

Locate and use resources in the target language, such as individuals and organizations accessible through the community.ASL2.CCC5C