What grade levels do these standards cover?

Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8

Communication: American Sign Language: Early Gr. 3-5
Other Pennsylvania The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing sets
Academic Language Development: Emerging Pre-K-2
Audiology: Hearing & Listening: Emerging Pre-K-2
Career & Work Readiness: Emerging Pre-K-2
Communication: American Sign Language: Emerging Pre-K-2
Communication: Spoken Language: Emerging Pre-K-2
Self-Determination & Advocacy: Emerging Pre-K-2
Social Emotional Competencies: Emerging Pre-K-2
Technology: Emerging Pre-K-2
Academic Language Development: Early Gr. 3-5
Audiology: Hearing & Listening: Early Gr. 3-5
Career & Work Readiness: Early Gr. 3-5
Communication: Spoken Language: Early Gr. 3-5
Self-Determination & Advocacy: Early Gr. 3-5
Social Emotional Competencies: Early Gr. 3-5
Technology: Early Gr. 3-5
Academic Language Development: Intermediate Gr. 6-8
Audiology: Hearing & Listening: Intermediate Gr. 6-8
Career & Work Readiness: Intermediate Gr. 6-8
Communication: Spoken Language: Intermediate Gr. 6-8
Self-Determination & Advocacy: Intermediate Gr. 6-8
Social Emotional Competencies: Intermediate Gr. 6-8
Technology: Intermediate Gr. 6-8
Academic Language Development: Advanced Gr. 9-12
Audiology: Hearing & Listening: Advanced Gr. 9-12
Career & Work Readiness: Advanced Gr. 9-12
Communication: American Sign Language: Intermediate Gr. 6-8
Self-Determination & Advocacy: Advanced Gr. 9-12
Social Emotional Competencies: Advanced Gr. 9-12
Technology: Advanced Gr. 9-12
Communication: American Sign Language: Advanced Gr. 9-12

1
Uses the breadth of signing frame spaceASL.1.E1
2
Uses descriptive classifiers and other adjectivesASL.1.E2
3
Uses advanced conjunctionsASL.1.E3
4
Uses prepositions through depictions, eye gaze, and locative signsASL.1.E4
5
Creates compound sentences with indicating verbs to demonstrates sequences of eventsASL.1.E5
6
Produces compound sentences using negations or as conditionalsASL.1.E6
7
Produces and evaluates sentences to ensure subject, verb, object agreementsASL.1.E7

1
Chooses signs and phrases to convey ideas preciselyASL.2.E1
2
Chooses non-manual markers, fingerspelling, and signs for effectASL.2.E2
3
Differentiates between contexts that call for formal ASL and situations where informal discourse is appropriateASL.2.E3
4
Expands, combines, and reduces sentences for meaning, viewer interest, and styleASL.2.E4
5
Combines and contrasts the varieties of ASL (regional, accents, registers) used in stories, dramas, or poemsASL.2.E5
6
Varies sentence patterns for meaning, viewer interest, and styleASL.2.E6
7
Fingerspells correctly and uses a chaining approach when introducing new academic signsASL.2.E7

1
Uses the following to identify the meaning of an unknown sign, fingerspelled word, or phrase: context, grade-level prefixes/suffixes, non-manual markers, iconicity of signsASL.3.E1
2
Consults general and specialized reference materials, both print and digital, to determine, clarify, and verify the meaning of a sign, depiction, or phraseASL.3.E2

1
Explains the meaning of simple similes and metaphors in contextASL.4.E1
2
Relates signs to their opposites (antonyms) and to signs with similar but not identical (synonyms)ASL.4.E2
3
Relates signs to their sign families based on sign locations, handshapes, etc.ASL.4.E3
4
Interprets figurative language, including similies and metaphors, in contextASL.4.E4
5
Uses the relationship between particular signs to better understand each of the signsASL.4.E5
6
Interprets sentences that use the same signs and different expressions and tones to reflect different shades of meaningASL.4.E6
7
Distinguish among connotations (associations) of signs with similar denotations (definitions)ASL.4.E7
8
Use common, phonology awareness as clues to the meaning of a wordASL.4.E8

1
Acquires and accurately use grade-level general academic and domain-specific signs, fingerspelled words, and phrases, including those that signal precise actions, emotions, or states of being (4) and those that signal contrast, addition, and other logical relationships (5) ASL.5.E1
2
Gathers vocabulary knowledge when considering signs, fingerspelled words, or phrases important comprehension or expression. (6-8) ASL.5.E2

1
Uses fingerspelling to highlight titles of worksASL.6.E1
2
Uses fingerspelling in presentation or discourse to highlight a wordASL.6.E2
3
Uses pacing of fingerspelling to highlight a word or phraseASL.6.E3
4
Uses chunking or space of fingerspelling to highlight a word or phraseASL.6.E4
5
Uses fingerspelling in presentation or discourse for emphasisASL.6.E5
6
Uses fingerspelled words when there are no sign equivalentsASL.6.E6
7
Recognizes and understands that fingerspelling can be used to establish referents and/or to clarify meaningASL.6.E7
8
Recognizes that fingerspelled words are not always for emphasis and uses both the fingerspelled word and the sign interchangeablyASL.6.E8

1
Connects initialized forms and alphabet letters to their equivalent in EnglishASL.7.E1

1
Fingerspells longer words and phrases, following correct contour as new ASL and English lexicon expandsASL.8.E1
2
Uses chaining vocabulary when introducing new vocabulary words and signsASL.8.E2
3
Recognizes that some signs are compounded with signs and lexicalized fingerspellingASL.8.E3
4
Uses signs compounded with signs and lexicalized fingerspellingASL.8.E4
5
Recognizes that some words are fingerspelled due to domain-specific definitionASL.8.E5

What grade levels do these standards cover?: Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8
Where can I read the official document?: Communication: American Sign Language: Early Gr. 3-5

Keep exploring

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

The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing

Pennsylvania