Common Planner
K–12 Standards

American Sign Language: Grade 3

Other Indiana World Languages and International Education sets

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.3.1C

  • 1

    Interpersonal: Learners use American Sign Language to engage in conversation, provide information, express feelings and emotions, and exchange opinions.3.1C.1I

    1. 1I.

      Proficiency Benchmark: I can communicate in conversations in ASL on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, simple sentences, and questions.3.1C.1I

      1. 1

        I can give and follow the simple instructions in ASL to complete a variety of classroom and cultural activities. Examples: Playing games; demonstrating attention-getting strategies; describing simple step-by-step activities.3.1C.1I.1

      2. 2

        I can tell a peer an opinion about family, school, and everyday activities. Examples: Communicating on a videophone; exchanging opinions about school; conducting peer interviews on a popular topic.3.1C.1I.2

      3. 3

        I can discuss personal likes and dislikes on topics such as food, and holidays. Examples: Conducting questionnaires; listing and contrasting preferences; making comparisons between different opinions.3.1C.1I.3

      4. 4

        I can show Deaf related products, such as Deaf art or technical equipment used by Deaf people (i.e., Videophone, phone features, alarm clocks, doorbells, smoke alarms), and share opinions. Examples: Explaining about Deaf art; discussing the contributions made by Deaf people to different fields in the community; exchanging information related to technical equipment in ASL.3.1C.1I.4

      5. 5

        I can role play a variety of situations. Examples: Meeting a Deaf person for the first time; asking a Deaf peer to play a game or sport activity; demonstrating culturally appropriate and attention-getting strategies.3.1C.1I.5

  • 2

    Interpretive: Learners comprehend and interpret live and recorded American Sign Language on a variety of topics.3.1C.2I

    1. 2I.

      Proficiency Benchmark: I can identify the general topic and basic information in both familiar and everyday contexts by recognizing practiced or memorized vocabulary or simple phrases signed in ASL.3.1C.2I

      1. 1

        I can comprehend the main ideas in age-appropriate ASL narratives and stories. Examples: Retelling the main points of a fairy tale; identifying the main characters; and listing the important events in a story.3.1C.2I.1

      2. 2

        I can comprehend the relationship between handshape and meaning in selections of ASL literature including ABC, handshape, and number stories. Examples: Identifying and listing key handshapes and their meanings; retelling the main points; describing the sequence of events.3.1C.2I.2

      3. 3

        I can comprehend brief video messages of familiar topics such as family, school, and holiday celebrations. Examples: Retelling the content of a video email; describing holiday customs; sharing information from the video school bulletin.3.1C.2I.3

      4. 4

        I can view brief video descriptions of people, animals, objects, places, common activities, weather, and identify corresponding pictures or illustrations. Examples: Matching pictures; drawing illustrations; arranging illustrations and retelling the events in sequential order. 3.1C.2I.4

      5. 5

        I can understand and follow the directions given in ASL related to daily classroom activities. Examples: Playing games; responding to requests; completing simple tasks. 3.1C.2I.5

  • 3

    Presentational: Students present information, concepts, and ideas to an audience of viewers in American Sign Language.3.1C.P

    1. P.

      Proficiency Benchmark: I can present information on both very familiar and everyday topics using a variety of practiced or memorized vocabulary, and simple phrases in ASL.3.1C.P

      1. 1

        I can present skits and perform stories in ASL for school events. Examples: Sharing ABC story, number story, handshape stories; dramatizing an important event in Deaf history.3.1C.P.1

      2. 2

        I can create simple, brief series of pictures about people, things, and school events. Examples: Recording a video report on a favorite book; completing a story board; listing what comes next in a series of events.3.1C.P.2

      3. 3

        I can use ASL to tell peers in or out of school about their own cultures or cultural products and practices. Examples: Listing activities or basic information about the person’s holidays, family events, and food; comparing traditions over a videophone.3.1C.P.3

      4. 4

        I can dramatize familiar ASL stories, fairy tales, or poems. Examples: Re-enacting fairy tales told from a Deaf centric perspective; presenting Clayton Valli’s poem “Rooster and the Cow”; retelling a selection from Once upon a sign videos.3.1C.P.4

      5. 5

        I can use one or two of the selected classifiers. Examples: Using tracing classifiers; identifying entity classifiers (vehicles); presenting element classifiers.3.1C.P.5

Interact with cultural competence and understanding. 3.2C

  • 1

    Relating to Cultural Practices through Interactions - Learners provide an explanation of the relationship between the practices and perspectives of American Deaf culture. 3.2C.RC

    1. RC.

      Proficiency Benchmark: I can interact at a survival level in some familiar everyday contexts.3.2C.RC

      1. 1

        I can demonstrate familiarity with Deaf social customs and practices found in Deaf community. Examples: Observing social interactions between Deaf parents and children; attending an ASL storytelling event; watching video clips about Deaf Understanding Week.3.2C.RC.1

      2. 2

        I can demonstrate how to use appropriate attention-getting techniques. Examples: Using shoulder tapping to get the attention of a single individual; using hands to wave to get a third person’s attention; relaying a message for another person.3.2C.RC.2

      3. 3

        I can participate in age-appropriate cultural activities. Examples: Read about Alice Cogswell and Thomas Gallaudet and create a play about the two important people in Deaf community.3.2C.RC.3

      4. 4

        I can demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives. Examples: Role-playing writing notes on a pad of paper; using gesture and mime to communicate basic needs; pointing to place a menu order.3.2C.RC.4

      5. 5

        I can identify and describe simple culturally based behavior patterns of Deaf people. Examples: Explaining the importance of eye contact; role-playing extended farewells; discussing the value of sharing information.3.2C.RC.5

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function academic and career-related situations.3.3C

  • 1

    Acquiring Information and Diverse Perspectives - Learners acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture3.3C.IP

    1. IP.

      Proficiency Benchmark: I can access and evaluate basic information and perspectives that are available in Deaf culture.3.3C.IP

      1. 1

        I can become familiar with age-appropriate literature in ASL games and learn games played by Deaf peers. Examples: Viewing fairy tales; Elephant game (nose and ears); and producing simple handshape poetry. 3.3C.IP.1

      2. 2

        I can examine how the major themes of hands, eyes, and signs appear in selected pieces of Deaf art. Examples: Examining the artwork of Chuck Baird and Betty Miller; identifying the meaning of selected images; viewing the poetry of Clayton Valli.3.3C.IP.2

      3. 3

        I can identify and observe tangible products of Deaf culture. Examples: Becoming familiar with the Gallaudet/Cogswell sculpture; exploring the work of Douglas Tilden; examining accessibility products such as videophones, and visual alert systems.3.3C.IP.3

      4. 4

        I can recognize themes, ideas, or perspectives of Deaf culture and recognize how they are reflected by the culture. Examples: Recognizing that ASL and English have different modalities; understanding the roles vibrations, rhythms, and lighting play in entertainment; developing understanding of Deaf people’s pride in being Deaf.3.3C.IP.4

      5. 5

        I can study the different geographical environments where Deaf people live and examine the impact of these environments on the lifestyles of various Deaf people. Examples: Becoming familiar with areas with large populations of Deaf people and where Deaf schools are located; comparing the lives of Deaf people who live in cities versus rural areas; identifying on a map local school for the Deaf or nearby public schools with Deaf students.3.3C.IP.5

  • 2

    Making Connections - Learners reinforce and further their knowledge of other disciplines through American Sign Language.3.3C.MC

    1. MC.

      Proficiency Benchmark: I can access and evaluate basic information and perspectives that are available through ASL and its culture. 3.3C.MC

      1. 1

        I can view and read stories in ASL that reflect cultural practices and historical figures. Examples: Viewing or read stories of Laurent Clerc; view or read the story of how Alice Cogswell met Thomas Hopkins Gallaudet; identifying the cultural practices of Deaf characters in stories. 3.3C.MC.1

      2. 2

        I can develop age-appropriate understanding of core cultural values, particularly that being Deaf is a positive trait. Examples: Expressing joy when a Deaf child is born; sharing opinions about the benefits of being Deaf; discussing the beauty of ASL. 3.3C.MC.2

      3. 3

        I can ask and answer questions about age- and developmentally-appropriate short stories, poems, and content-related materials. Examples: Discussing the connection between handshapes and meaning in stories; identifying characteristics of ASL poetry; discussing why vibration and rhythm are important aesthetic aspects in the Deaf community.3.3C.MC.3

      4. 4

        I can find Deaf-related pictures and things to enhance their exploration of other topics. Examples: Presenting postcards from schools for the Deaf; describing pictures of famous Deaf individuals; explaining things obtained from Deaf-related events. 3.3C.MC.4

      5. 5

        I can look at the illustrations in Deaf children’s books that show views of people and places in the Deaf world. Examples: Viewing the interactive story The Baobab; exploring Deaf culture-based ABC texts; reading children’s books about the Deaf President Now movement. 3.3C.MC.5

Develop insight into the nature of language and culture in order to interact with cultural competence. 3.4C

  • 1

    Language Comparisons - Learners discuss the nature of language through comparisons of American Sign Language and other languages. 3.4C.LC

    1. LC.

      Proficiency Benchmark: I can identify basic differences and similarities between ASL, English, and other signed languages (from other countries).3.4C.LC

      1. 1

        I can compare simple patterns of behaviors and interactions in various Deaf cultural settings. Examples: Identifying how Deaf people tend to include hugging as part of a greeting; comparing attention-getting techniques in ASL and spoken English; and alerts such as doorbells and alarms.3.4C.LC.1

      2. 2

        I can demonstrate understanding that most languages use gestures, and that gestures and sign languages differ among cultures. Examples: Identifying gestures used by hearing American people; observing the different ways Deaf and hearing people count on the fingers; understanding differences between the counting systems in ASL and French Sign Language. 3.4C.LC.2

      3. 3

        I can compare and contrast tangible products and practices of Deaf and other cultures. Examples: Comparing the features on cell phones and videophone used by Deaf and hearing people; identifying differences in toys produced for Deaf and hearing children.3.4C.LC.3

      4. 4

        I can compare and contrast intangible products of different cultures. Examples: Comparing the concept of rhyming words in English and rhyming handshapes in ASL; identifying similarities in folktales for Deaf and hearing children; observing differences in facial expressions to convey meaning.3.4C.LC.4

      5. 5

        I can recognize the interests and practices that cultures have in common with their Deaf peers and peers in various other cultures. Examples: Comparing the sports Deaf peers are interested in with their own interests; learning about similarities and differences in education.3.4C.LC.5

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.3.5C

  • 1

    School and Global - Learners use American Sign Language within and beyond the school setting.3.5C.SG

    1. SG.

      Proficiency Benchmark: I can use ASL both within and beyond the classroom to interact and learn in the Deaf community. 3.5C.SG

      1. 1

        I can hold a conversation with native ASL users about everyday matters and daily experiences. Examples: Having a short conversation with Deaf person on videophone; creating a video email to start a conversation; sharing information about everyday activities.3.5C.SG.1

      2. 2

        I can identify Deaf people’s professions in ASL environment or noisy environment. Examples: Listing professions including ASL education, school administrator, or interpreter; exploring the benefits of knowing ASL when working in noisy or loud environments; interviewing peers about occupations where ASL proficiency can be useful.3.5C.SG.2

      3. 3

        I can communicate simple messages in ASL to Deaf people in the community and in other countries concerning everyday matters and daily experiences. Examples: Exchanging video emails with Deaf, communicating from other countries who are also learning ASL on videophone, and watching different sign language of other countries from YouTube.3.5C.SG.3

      4. 4

        I can participate in special performances that demonstrate an understanding of Deaf culture. Examples: Demonstrating Deaf rhythmic drumming; creating simple handshape poems; and reading about Deaf art.3.5C.SG.4

      5. 5

        I can watch Deaf community members to share their Deaf experiences in ASL or Deaf culture related school events. Examples: Inviting a member of the Deaf community to share experiences growing up as a Deaf individual; asking a guest speaker to tell a funny story; and or have a Deaf actor/actress to provide entertainment.3.5C.SG.5

Frequently asked questions

What grade levels do these standards cover?
Grade 3

Keep exploring

Keep exploring World Languages and International Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Indiana World Languages and International Education sets

World Languages and International Education