ASL Frameworks: An Introduction
Barbara Hayes and Erin Furda
August 2013
The Process: A group of ASL teachers was asked by Mary Nagel, CTE Supervisor for
OSPI, to work together to begin the process of updating the ASL Frameworks for CTE in
Washington State. The committee was comprised of Barbara Hayes, ASL Teacher and
Consortium Coordinator at Seattle Central Community College, Erin Furda, ASL Teacher
in Bellingham, WA, Beth Schoenberg, ASL Teacher in Issaquah, WA, and Rebecca
Matz, ASL teacher in Central Kitsap, WA. The committee spent over 200 hours
researching frameworks in other states, reviewing curriculum, debating, meeting, and
writing the current ASL Framework Draft.
The performance assessments were derived from a variety of curriculum as well as from
our own teaching experience. The standards were taken directly from the National ASL
Standards (draft), which are aligned with ACTFL standards. The competencies were
developed from frameworks from around the country as well as from a variety of
curriculum.
A Work In Progress: Most importantly, this is a beginning. It is our hope that our work
can be used as a starting point for debate, discussion, and analysis of programs statewide
and that the framework documents will be treated as living documents, that can be
changed and improved with time. We believe it is important to get feedback from
teachers throughout the state and from the Deaf community. We first shared the
frameworks with teachers at the Summer Institute at SCCC in June, 2012. We worked an
entire day and only got through ASL 1. There was a great deal of debate, questions, and
feedback for improvement. This is what we hope will continue to happen at the CTE
conference in Yakima in August, again at SCCC in September, and continually for many
months to come. The model frameworks will be posted on the OSPI website and will be
updated as improvements are made.
Curriculum: We understand there are different curriculums and materials used in ASL
programs, including Signing Naturally, Master ASL, and ASL at Work. It is not our
intention to promote one curriculum over another. What a student accomplishes in each
level of ASL should not vary depending on teacher or which curriculum is used. Rather,
there should be consistent expectations based on what a first year language learner should
be able to do in a certain amount of time. That being said, it happened that our own
experience within the committee was more heavily related to Signing Naturally. In areas
where we included items specific to Signing Naturally, we always tried to leave it
optional for teachers to choose to use or not. All performance assessments are linked
directly to the National ASL Standards.
Flexibility: These specific frameworks are not mandated. Each district still has the right
to design their own frameworks as long as they meet the industry standards and include
leadership (to qualify for CTE funding). While we hope these frameworks will lead to
increased consistency across programs in Washington State, we also expect that districts
will modify them so that they accurately represent their own programs.
SLPI:ASL and ASLPI: We chose to recommend the use of these two assessments for a
number of reasons. Participating in either of these assessments provides students with the
opportunity to challenge themselves and receive honest and helpful feedback from Deaf
people and from a national Deaf organization (RIT/NTID, NC ASLTA). It can give
students a sense of accomplishment as well as practice in taking these forms of
assessments, which will be required later if they chose to go into interpreting or teaching.
It also provides important feedback for teachers on our students from an outside
perspective. We are aware that many ASL students will not chose to or will not be able to
afford these assessments. However, we feel it’s valuable to make students aware of the
assessments and to encourage as many as possible to participate.
Bellingham piloted this last spring (2012) with four ASL students (three in ASL 2 and
one in ASL 1) and students gave very positive feedback after the experience. Because
there are no rating teams in Washington State, students took the assessments via
videophone through NC ASLTA SLPI:ASL. We also recommend teachers take the
assessments as a way to model the desire to improve, receive feedback and respect the
role of native signers in the teaching of and evaluating of ASL. (Note: These assessments
are also required for ASLTA teacher certification).
To learn more about the SLPI:ASL, go to: http://www.rit.edu/ntid/slpi/ and
http://www.ncaslta.org/slpi-sign-language-proficiency-interview.html
To learn more about the ASLPI, go to: http://www.gallaudet.edu/aslpi.xml
ASL Vertical Alignment
These are general recommendations. Units of study, texts, videos, and other materials should be based on
ACTFL and National ASL Standards and should be ultimately determined by each district.
ASL 1
ASL 2
ASL 3
Deaf
Community
Events
Students will attend Deaf
community events to observe
and/or interact with Deaf
signers. Students are expected to
practice respectful and culturally
appropriate behavior.
Students attend Deaf community
events and interact with and/or
volunteer with Deaf community
members and participate in
extended conversations, form
friendships, participate in group
games and discussions.
Deaf
Awareness
Week
ASL Stories
and Poetry
Art: Display an art piece in the
style of a Deaf artist
Students will attend Deaf
community events and interact
with and/or volunteer with Deaf
signers when possible. ASL 2
students are expected to interact at
a deeper level than ASL 1 students
and to hold conversations with
others at the event about daily
activities, interests, family, and
other familiar topics
Audism: Display an art piece about
audism
“Wrong Name!”
“Ghost in My Room”
“To a Hearing Mother”
“The Ball”
*“Bird of a Different Feather”
*“For a Decent Living”
Movies/
Media
“Timber”
“The Gum Story”
“The Gallaudet and Clerc Story”
“A to Z ABC Stories”
(Used for Culture in ASL 1)
“Signs of the Times”
“A Sign of Respect”
“Through Deaf Eyes”
“The Hammer”
ASL Films
Deafhood: Display and art piece
about Deafhood
* May be too difficult for ASL 3
(Used primarily for Culture in
ASL 2)
Films that align with ASL 2 Model
Frameworks:
“Audism Unveiled”
“The Mind Traveler: Usher’s
Syndrome”
“Deaf President Now”
“The L.A.C.D. Story”
(Used for Culture and Receptive
Skill practice and development
in ASL 3)
Films that align with ASL 3
Model Frameworks:
“Re-defining DEAF”
“For a Deaf Son”
Films that could be shown for ASL 2 or 3:
“Beyond Silence”
“Love Is Never Silent”
“Sweet Nothings In My Ear”
“A Sign of Respect”
“Your Name is Jonah”
“The Hammer”
“Children of a Lesser God” (rated PG-13)
“Audism Unveiled”
“Sound and Fury”
“The Mind Traveler: Usher’s Syndrome”
“Deaf President Now”
“The L.A.C.D. Story”
“Re-Defining DEAF”
“For a Deaf Son”
ASL Films
Books/Texts
Special Units
of Study
“Deaf Again,” or “Anything But
Silent” by Mark Droslbaugh
Deaf Again,” or “Anything But
Silent” by Mark Droslbaugh
“For Hearing People Only,” by
Moore and Levitan
“For Hearing People Only”, by
Moore and Levitan
“A Loss for Words,” by Lou
Ann Walker
“A Loss for Words,” by Lou Ann
Walker
“Laurent Clerc, The Story of His
Early Years,” by Cathryn Carroll
“Laurent Clerc, The Story of His
Early Years,” by Cathryn Carroll,
“Everyone Here Spoke Sign
Language,“ by Nora Ellen Groce
“Everyone Here Spoke Sign
Language”, by Nora Ellen Groce
“Movers and Shakers,” by
Cathryn Carroll and Susan M.
Mather
“Deaf Culture, Our Way” by
Holcomb
“Deaf Heritage,” by Jack
Gannon
Deaf Artists
Introduction to Deaf Culture
Technology used by the Deaf
Famous Deaf People
Introduction to American Deaf
History
Deaf-Blind Community
Cochlear Implants
Audism
American Deaf History
History of ASL
Interpreting (certification and
ethics)
“Forbidden Signs: American
Culture and the Campaign
Against Sign Language,” by
Douglas Baynton
“The Signing Family,” by
Stewart and Stahlman
“A Study of American Deaf
Folklore,” by Susan Rutherford
Deaf Education
Deaf Space
Deafhood
Deaf Portrayal in Media
Deaf World History (WWII . . .)
Allying with Deaf People (as a
hearing person, an interpreter, an
ASL student, etc . . . )
Careers/Training related to ASL
ASL Vertical Alignment: Expressive and Receptive Assessment
These are general recommendations. Units of study, texts, vidoes, and other materials should be based on
ACTFL and National ASL Standards and should be ultimately determined by each district.
SLPI:ASL
ASLPI
ASL 1
Earn a rating of Novice to
Survival on the SLPI:ASL, or
Level 1 on the ASLPI.
Students will sign a personal
Expressive
Performance autobiography including their
Assessments own language backgrounds,
likes and dislikes, living
situations (who with, where,
what type of housing), and
school/work information.
Students will bring photographs
of their family to share with the
class. Students will present
their photos and give
information including names,
ages, relationships, locations,
events, and other important
details. Students will also
respond to questions asked by
their peers about their photos.
Students will study videos of
Deaf storytelling and copy the
way the story is signed in their
own project. (Stories may
include: “Timber”, “The Gum
Story”, “Gallaudet and Clerc.”)
Students will sign a narrative
about their daily routine
including times and activities
(ex: 7:00am wake up, brush
teeth, eat breakfast; 7:45am ride
the bus to school . . . ).
Students will sign a childhood
story from their own lives
(including appropriate role
shifting, eye gaze, referencing,
ASL grammar principles,
character introductions and
descriptions, transitions,
numbers, and fingerspelling).
ASL 2
ASL 3
Earn a rating of Survival to
Survival Plus on the SLPI:ASL,
or Level 2 on the ASLPI.
Earn a rating of Intermediate on
the SLPI:ASL, or Level 2+ on
the ASLPI.
Students will describe how to
perform a hands-on task (how to
do errands or chores, build
something, repair something,
etc.).
Students will participate in a
“Treasure Hunt” where they
have to give others on their team
signed directions to different
locations around the building in
order to find the “treasure” at the
end.
Students will create and perform
their own ABC, Number, or
Handshape story.
Students will translate and sign
a children’s book in ASL.
Students will interview each
other demonstrating appropriate
turn-taking,
questioning/answering, eye
contact, clarification, sharing of
information, confirming, and
prosody.
Students will study videos of
Deaf storytelling and copy the
way the story is signed in their
own project. (Stories may
include: “Wrong Name!,”
“Ghost In My Room.”)
Students describe their real
house or their dream house
including detailed descriptions
of the lay out, furniture, colors,
textures, and designs.
Students select a famous person
to describe. They bring a
picture to class, and without
showing the picture, they
describe, in detail, their physical
appearance and personality
attributes. The class tries to
guess who they are describing
and are then shown the picture.
Students work in groups of two
Students will create a signed
dialogue incorporating
complaints and advice, where
one person has a problem the
second person tries to help.
Situations may include a visit to
the doctor, a counseling session,
or a conversation between
friends.
Students will describe how to
prepare a recipe including
appropriate vocabulary,
measurements, descriptions, etc
...
Students will draw a time line of
their lives, including at least 10
events, and present it in ASL.
Dates, including day, month,
and year, should be given as
well as details about the events.
Students will sign their own
family history narrative
beginning with their great
grandparents (three generations
back) on each side of their
family, sibling ranking, births,
deaths, important events
(marriage, moves, jobs), names,
ages, nationalities, geographical
information, describing
personalities, and interesting
details. (If students do not have
access to this information, the
assignment can be modified.)
to role-play purchasing a ticket
for travel (bus, ferry, train,
plane). The dialogue must
include discussion of the
schedule, time, money,
directions (map) and weather.
Students will take written tests
Receptive
Performance and quizzes to assess
Assessments vocabulary, fingerspelling, and
comprehension at the ASL 1
level. Tests and quizzes are
signed by the ASL teacher or
other proficient signers.
Students will take written tests
and quizzes to assess
vocabulary, fingerspelling, and
comprehension at the ASL 2
level. Tests and quizzes are
signed by the ASL teacher or
other proficient signers.
Students will take written tests
and quizzes to assess
vocabulary, fingerspelling, and
comprehension at the ASL 3
level. Tests and quizzes are
signed by the ASL teacher or
other proficient signers.
Students will watch videos in
ASL and retell or answer
comprehension questions.
Students will watch videos in
ASL and retell or answer
comprehension questions.
Students will watch complex
videos in ASL and retell or
answer comprehension
questions. (Videos can be
academic in nature and for
enertainment (watched without
captions and/or sound) .
YOUR SCHOOL DISTRICT HERE
Course: American Sign Language Interpreter – Year 1
CIP Code: 161603
Exploratory
Preparatory?
Career Cluster: Education and Training
Total Framework Hours up to: 180
Date Last Modified: 8/1/2012
Cluster Pathway: Sign Language Interpreting
COMMUNICATION
COMPONENTS AND ASSESSMENTS
Performance Assessments:
Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.
Expressive and Receptive End of Course Assessment: 1.1.1; 1.2.1; 1.2.2; 1.3.1: Students are encouraged to take the SLPI:ASL or the ASLPI to
demonstrate ASL proficiency skills. The goal for ASL 1 is to earn a rating of Novice to Survival on the SLPI:ASL, or Level 1 on the ASLPI.
Expressive:
1.1.1; 1.3.1; 1.3.2: Students will sign a personal autobiography including their own language backgrounds, likes and dislikes, living situations (who with,
where, what type of housing), and school/work information.
1.1.1; 1.3.1; 1.3.2: Students will bring photographs and/or props of their family to share with the class. Students will present their photos and/or props
and give information including names, ages, relationships, locations, events, and other important details. Students will also respond to questions asked
by their peers about their photos.
1.3.3: Students will study videos of Deaf storytelling and copy the way the story is signed in their own project. (Stories may include: “Timber”, “The Gum
Story”, “The Gallaudet and Clerc Story.”)
1.3.1; 1.3.2; 1.3.3: Students will sign a narrative about their daily routine including times and activities (ex: 7:00am wake up, brush teeth, eat breakfast;
7:45am ride the bus to school . . . ).
1.3.3: Students will sign a childhood story from their own lives (including surrogates (formerly role shifting), eye gaze, referencing, ASL grammar
principles, character introductions and descriptions, transitions, numbers, and fingerspelling).
Receptive:
1.2.1; 1.2.2, Students will take tests and quizzes to assess vocabulary, fingerspelling, and comprehension at the ASL 1 level. Tests and quizzes are
signed by the ASL teacher or other proficient signers.
1.2.1; 1.2.2: Students will watch videos in ASL and retell or answer comprehension questions.
Leadership Alignment:
After studying ASL Storytelling, students will create their own story in ASL using correct grammatical and cultural components. Students will work in
small groups to develop and prepare their stories as well as give feedback (peer evaluation) and support so that each student is able to produce their
best work. Final stories are performed for the class and members from the Deaf community. 1.A.1; 1.A.2; 1.A.3; 3.A.1; 3.A.2; 3.A.3; 3.A.5; 3.B.1; 7.B.1;
7.B.2; 7.B.3; 9.A.1; 9.A.2; 10.A.2; 10.B.1.a, b, c, d, e, f, g, h
Standards and Competencies
Standard/Unit: Communication - National ASL Standards (draft)
1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and
emotions, and exchange opinions.
1.2 Students understand and interpret recorded and live American Sign Language on a variety of topics.
1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
Competencies
Total Learning Hours for Unit: 70
1.1 Interpersonal skills
1.1.1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will:
A. Produce and recognize appropriate attention-getting behaviors (e.g., hand wave, shoulder tap).
B. Use appropriate eye gaze and turn-taking behaviors.
C. Express basic greetings, introduction of basic personal information, address a new acquaintance, and make introductions and farewells
(e.g., name, age, educational background)
D. Give and follow basic commands and requests (e.g., following commands incorporating spatial information; asking for permission or an
item).
E. Ask for and provide basic and personal factual information (e.g., names, schools, background information).
F. Inquire about and express simple preferences and opinions (e.g., favorite people, food, colors).
G. Identify, express, and respond with short answers to questions related to basic emotions and feelings (e.g., happiness, sadness, surprise).
H. Ask for clarification (e.g., what, again, NOT-understand).
I. Demonstrate comprehension of basic questions on a variety of familiar topics (e.g., wh- and yes/no questions).
J. Give simple descriptions (e.g., depicting verbs, adjectives).
K. Follow and give simple directions and make observations about the immediate environment (e.g., use of space, distance, signer’s
perspective, real world orientation).
L. Discuss a variety of topics including family, home, school, daily routines, pets, and recreation (e.g., buoy (formerly ranking / listing &
ordering technique), constructed action, constructed dialogues, depicting verb, surrogate (formerly role-shifting), token; negate
sentences: NOT, NONE, NOT-YET)
M. Demonstrate ability to use and recognize appropriate listener feedback during one-to-one conversation (e.g., head nod (affirm), head shake
(negate).
1.2 Interpretive Skills
1.2.1 Students demonstrate an understanding of ASL presented in person and through a variety of media on familiar topics such as self, family,
school, etc. Students will:
A. Demonstrate fingerspelled word recognition by correctly reading proper names fingerspelled in one-to-one scenarios with teacher-aided
cues (e.g., brands, names, places, words that have no signs).
B. Identify main ideas and some details, while viewing an ASL signed narrative (e.g., retell the main points of a short fairy tale, using buoy
(formerly ranking / listing & ordering technique), constructed action, constructed dialogues, depicting verb, surrogate (formerly roleshifting), token.
C. Demonstrate comprehension of basic ASL syntax by repeating the sentence (e.g. O-S-V, topic-comment, topicalization).
D. Comprehend the relationship between handshape and meaning in selections of ASL literature, including ABC, handshape, and number
stories (e.g., identify and list key handshapes and their meanings). DVD, “A to Z ABC Stories in ASL” may be used as a resource.
E. Comprehend simple culturally authentic ASL genres (e.g., ABC and number stories and poetry).
F. Understand simple instructions, such as classroom procedures.
G. Demonstrate comprehension of rehearsed material and material on familiar topics, recorded as well as live performance (e.g., retell content
of brief messages).
1.2.2 Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students will:
A. Differentiate among statements, questions, and commands (e.g., yes/no, WH, rhetorical questions, commands).
B. Recognize basic non-manual markers (e.g., facial grammar, mouth phonemes/morphemes).
1.2 Presentational Skills
1.3.1 Students present information that contains a variety of vocabulary, phrases, and patterns. Students will:
A. Produce correct sign parameters (handshapes, movements, locations, palm orientations, and non-manuals) including dominant/nondominant hand, appropriate signing space and fluency
B. Produce numbers 0 -100 (rocking numbers, cardinal and ordinal numbers, Rule of 9, ages and durations, subtraction problems, ranking).
C. Produce fingerspelling (know appropriate words to fingerspell, correct hand position, fluency, letter formation/configuration, double letters,
how to recover from errors, and tools for successful reading of fingerspelling such as looking for the first and last letter and seeing the
fingerspelled word as a whole instead of individual letters).
1.3.2 Students will use appropriate grammar including use of contrastive structure, spatial agreement and time indicators / ASL timeline.
1.3.3 Students express simple narratives/stories with appropriate prosody on familiar topics (e.g. daily routines, events, work duties, school, hobbies,
family, friends, pets).
Aligned Washington State Standards
Art
Communications
Educational
Technology
Health and Fitness
Math
1.1.1 Applies a variety of listening strategies to accommodate the listening situation
2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.
2.2.1 Uses communication skills that demonstrate respect.
2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
2.3.2 Creates personal intercultural communication norms to guide one’s self in a diverse social system.
3.1.1 Applies skills to plan and organize effective oral communication and presentation.
4.1.1 Analyzes and evaluates strengths and weaknesses of one’s own communication using own or established criteria.
4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools.
2.3.1 Select and use common applications.
1.1 Develop motor skills
Reading
Science
Social Studies
World Language
3.1 Develops ideas and organizes writing.
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions.
Writing
CULTURE
COMPONENTS AND ASSESSMENTS
Performance Assessments:
Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.
2.2.1: Students will study Deaf artists and create their own piece, either a replication of a piece by a Deaf artist, or an original piece done in the same
style as a Deaf artist. Students submit their piece along with a written explanation of how their work relates to the artist they chose. (Students could also
display their work for “Deaf Awareness Week” – see Leadership Alignment under Connections).
2.1.2; 2.1.4; 2.2.2; 2.2.3; 2.2.4: After watching videos, reading sections of literature, researching, and attending to teacher lectures about Deaf history
and culture, students will take written exams to show their growing understanding of Deaf culture and history. (Films may include: “Signs of the Times,”
“Through Deaf Eyes,” “The Hammer,” ASL Films)
Leadership Alignment:
Students will attend Deaf community events to observe and/or interact with Deaf signers when possible and complete a written reflection about their
experience and what they learned about Deaf culture. Students are expected to practice respectful and culturally appropriate behavior. 3.A.1; 3.A.2;
3.A.3; 3.A.5; 7.B.1; 7.B.2; 7.B.3; 8.C.1; 8.C.2; 8.C.3; 8.C.4; 9.A.1; 9.A.2; 11.B.1
Resource: “A Sign of Respect: Strategies for Effective Deaf/Hearing Interactions,” DVD and Workbook by Thomas K. Holcomb and Anna Mindes.
Standards and Competencies
Standard/Unit: Culture - National ASL Standards (draft)
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf Culture
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf Culture
Competencies
Total Learning Hours for Unit: 35
2.1 Students develop an awareness of perspectives and practices of the cultures where the target language is used. Students will:
2.1.1 Explore commonly held viewpoints of the culture (e.g., cultural vs. medical views of deafness, D/d deaf, residential vs. inclusive models of
education).
2.1.2 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).
2.1.3 Use appropriate Deaf cultural behaviors in a Deaf environment (signaling, interrupting, walking through signed conversations, respond to touch
to move, leave-taking, relaying information/facilitating communication, turn taking, opening and closing conversations, requesting clarification,
indicating understanding (“oh-I-see”), eye contact, changing topics).
2.1.4 Identify communication strategies used with non-signers such as creative
gesturing, written English, interpreters, and technology.
2.2 Students develop an awareness of products of the cultures where ASL is used. Students will:
2.2.1 Acknowledge themes, ideas, or perspectives of Deaf culture and recognize how they are reflected by the culture (e.g., DeVIA art; theater and
plays; poetry and storytelling).
2.2.2 Identify the locations of local Deaf schools in Washington state and postsecondary programs for Deaf students across the country.
2.2.3 Demonstrate knowledge of tangible products of Deaf culture (e.g., sign language/Deaf literature, media, and games.
2.2.4 Explore common tools and technology used in daily activities of Deaf people (e.g., visual alerts, sufficient lighting for visual communication,
use of technology for communication, video phones, video relay, video chat).
Aligned Washington State Standards
2.1: Applies a creative process in the arts (dance, music, theatre and visual arts.)
Art
2.2: Applies a performance process in the arts (dance, music, theatre and visual arts.)
4.4: Understands how the arts influence and reflect cultures/civilization, place and time.
1.2.1 Evaluates the effectiveness of and creates a personal response to visual and auditory information.
2.1.1 Analyzes the needs of the audience, situation, and setting, to adjust language and other communication strategies.
Communications
2.2.1 Understands how to show respect for other’s input. Responds to the clarification needs of others. Provides feedback in
role-play scenarios to the speaker/signer.
1.1.1 Generate ideas and create original works for personal and group expression using a variety of visual tools.
Educational
1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.
Technology
2.1.2 Practice ethical and respectful behavior.
Health and Fitness
Math
Reading
Science
Social Studies
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the world language
World Language
and its cultures.
Writing
CONNECTIONS
COMPONENTS AND ASSESSMENTS
Performance Assessments:
Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.
3.1.1: Students will quiz each other on math facts to practice expressive and receptive signing of numbers.
3.1.1; 3.1.2: Students will choose one well-known historical or current member of the Deaf community, research their life, and present a PowerPoint to
the class. (“Movers and Shakers,” by Cathryn Carroll and Susan M. Mather, and “Deaf Heritage,” by Jack Gannon, may be used as a resource.)
3.1.2: Students will read a novel or non-fiction book written by or about Deaf people, Deaf history, or American Sign Language and respond through
writing and discussion to the topics about Deaf culture and the experiences of the characters in the novel. (Possible novels: “Deaf Again,” or “Anything
But Silent” by Mark Droslbaugh, “For Hearing People Only,” by Moore and Levitan, “Everyone Here Spoke Sign Language,“ by Nora Ellen Groce, “A
Loss for Words,” by Lou Ann Walker, “Laurent Clerc, The Story of His Early Years,” by Cathryn Carroll.)
3.2.1; 3.2.2: Students will take written exams after watching videos, reading sections of literature, researching, and attending to teacher lectures about
Deaf history and culture.
Leadership Alignment:
Students will create an informative poster or art piece to show or post publicly as part of an all-school Deaf Awareness exhibit. (See connection to
Performance Assessment under Culture.) 1.A.1; 1.A.2; 1.A.3; 1.B.2; 3.A.3; 3.B.2; 3.B.3; 7.B.1; 9.A.2; 10.A.1; 10.A.2; 10.B.1; 11.B.1
Standards and Competencies
Standard/Unit: Connections
3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
Competencies
Total Learning Hours for Unit: 20
3.1 Students use information acquired in the study of ASL and information acquired in other subject areas to reinforce one another. Students will:
3.1.1 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).
3.1.2 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; Deaf people who have contributed to historical events; signs for and from other countries).
3.2 Students will identify information unique to American Sign Language and Deaf culture. Students will:
3.2.1 Demonstrate knowledge of the evolution and spread of American Sign Language (e.g., travels of Thomas Hopkins Gallaudet; Martha’s
Vineyard Gallaudet University, NTID, CSUN; Deaf clubs, regional signs).
3.2.2 Demonstrate understanding of the core cultural values of Deaf people (e.g., Deaf pride, Deafness as a positive trait).
Art
Communications
Educational
Technology
Health and Fitness
Math
Reading
Science
Social Studies
World Language
Aligned Washington State Standards
2.1 Applies a creative process to the arts.
1.2.1 Communicate to collaborate and learn with others.
1.3.2 Locate and organize information from a variety of sources and media.
2.3.1 Select and use common applications.
2.1 Demonstrate evidence of reading comprehension.
3.4 Read for literary experience in a variety of genres.
3.2 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions.
5.1 Students use the language both within and beyond the school setting.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Writing
COMPARISONS
COMPONENTS AND ASSESSMENTS
Performance Assessments:
Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.
4.1.1; 4.1.2; 4.1.3; 4.2.1; 4.2.2: Students create a Venn diagram to show similarities and differences between Deaf culture and their own and/or ASL and
their primary language.
4.2.1; 4.2.2: Students participate in a Voice-Off-Day where they do not speak for an entire day, before, during, and after school (ear plugs optional).
Students write reflectively before and after VOD about their expectations and experiences and share with the class.
4.1.1; 4.1.2; 4.1.3: Students will translate signed ASL to written English on tests and assignments.
Leadership Alignment:
Voice-Off-Day (VOD): Students will spend a 24-hour period without talking. (ear plugs optional). Before the VOD, students write about their
expectations, fears, and assumptions about how the day will go and what obstacles they will encounter. After the VOD, students write their reflection
paper about their experience and participate in a classroom discussion about how they adapted to the challenge.
7.A.1; 7.A.2
Standards and Competencies
Standard/Unit: Comparisons - National ASL Standards (draft)
4.1 Students demonstrate understanding of the nature of American Sign Language and their own languages
4.2 Students demonstrate understanding of the nature of American Deaf culture and their own.
Competencies
Total Learning Hours for Unit: 25
4.1 Students compare basic elements of ASL and English. Students will:
4.1.1 Compare the differences of basic parameters in ASL and English (word/sign, auditory/manual, not interchangeable, need to be able to
distinguish between meanings and concepts of ideas, improve conceptually accurate signing).
4.1.2 Compare the similarities and differences of inflections in ASL and the student’s native language and the role of non-manual signals in ASL
(e.g., asking questions using non-manual grammars).
4.1.3 Compare and contrast ASL and English grammar including tense and time, numbers, questions, structure, verb conjugation and inflection,
mental mapping, referents, linguistic variation, buoys, constructed action / dialogue, depicting verbs, surrogates, tokens, and prounouns
(personal, possessive and plural).
4.2 Students demonstrate an understanding of the significance of culture through comparisons between the culture studied and the students’ own
culture. Students will:
4.2.1 Compare patterns of behavior and interaction in the students’ own culture with those of Deaf culture
A. Technology used by Deaf people (visual signalers, captioning, videophones)
B. Interpersonal behaviors (hugging, comfort with proximity; eye contact);
C. Misconceptions by hearing people about Deaf people;
D. When and why Deaf people use interpreters;
E. Communication traits (bluntness; sharing of information)
F. Collectivist cultural values (providing more information in response to questions; providing introductions; discovery of shared experiences;
long goodbyes)
4.2.2 Demonstrate an awareness of elements of the students’ own culture (e.g., communication and social interaction; other languages in the
home, extended family, formalities, slang)
Aligned Washington State Standards
Art
Communications
Educational
Technology
2.1.1 Analyzes the needs of the audience, situation, and setting, to adjust language and other communication strategies.
Health and Fitness
Math
Reading
Science
M1.5.C Make inferences and draw conclusions based on data.
Social Studies
World Language
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
and their own.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
and their own.
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their
own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Writing
.
COMMUNITIES
COMPONENTS AND ASSESSMENTS
Performance Assessments:
Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.
5.2.1; 5.2.2: Students will watch “Through Deaf Eyes,” and complete a report, test, or project demonstrating their understanding and awareness of Deaf
history, Deaf education, oppression and discrimination/Audism, Deaf organizations, Gallaudet University, or other related topics
5.1.2; 5.2.1; 5.2.2: Students will choose an organization or event to research and create a PowerPoint presentation to share with the class
5.1.1: Students create a project (PowerPoint, poster, research paper, skit) to show how ASL can be beneficial for recreational, educational, or
occupational purpose
5.1.2: Students will report on current events in the Deaf community throughout the year (local, regional, national, international)
Leadership Alignment:
Students will attend Deaf community events and interact with and/or observe Deaf signers when possible and complete a written reflection about their
experience and what they learned about Deaf cultural behaviors. 3.A.1; 3.A.2; 3.A.3; 3.A.5; 7.B.1; 7.B.2; 7.B.3; 8.C.1; 8.C.2; 8.C.3; 8.C.4; 9.A.1; 9.A.2;
11.B.1
Students will organize and host an ASL event at school (potential events include: game night, pizza night, ASL movie, performance, panel guests).
1.A.1; 1.A.2; 1.A.3; 1.B.2; 3.A.3; 3.B.2; 3.B.3; 7.B.1; 9.A.2; 10.A.1; 10.A.2; 10.B.1; 11.B.1
Standards and Competencies
Standard/Unit: Communities - National ASL Standards (draft)
5.1 Students use American Sign Language within and beyond the school setting
5.2 Students show evidence of becoming lifelong learners by using American Sign Language for personal enjoyment and enrichment
Competencies
Total Learning Hours for Unit: 30
5.1 Students identify situations and resources in which ASL skills and cultural knowledge may be applied beyond the classroom setting for recreational,
educational, and occupational purposes. Students will:
5.1.1 Identify examples of ASL and Deaf culture in media, entertainment, and technology (vlogs, movies, videos, entertainment, careers requiring
sign language skill).
5.1.2 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, American Sign Language Teachers Association, Registry of
Interpreters for the Deaf, National Black Deaf Advocates, ASL web browser, Deaf Nation, Deaflympics).
5.2 Students demonstrate an awareness of current events in the target culture. Students will:
5.2.1 Give information about and understand the impact of current and historical events, politics, and education in Deaf culture (e.g., Deaf
President Now, oral vs. manual, No Child Left Behind, FCC-Video Phone, Americans with Disabilities Act, Miss Deaf America Ambassador).
Aligned Washington State Standards
Art
Communications
Educational
Technology
Health and Fitness
Math
Reading
Science
5.1 Students use the language both within and beyond the school setting.
Social Studies
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Writing
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
21st Century Skills
Check those that students will demonstrate in this course:
LEARNING & INNOVATION
INFORMATION, MEDIA & TECHNOLOGY SKILLS
LIFE & CAREER SKILLS
Creativity and Innovation
Think Creatively
Work Creatively with Others
Implement Innovations
Information Literacy
Access and /evaluate Information
Use and Manage Information
Flexibility and Adaptability
Adapt to Change
Be Flexible
Media Literacy
Analyze Media
Create Media Products
Initiative and Self-Direction
Manage Goals and Time
Work Independently
Be Self-Directed Learners
Critical Thinking and Problem Solving
Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems
Communication and Collaboration
Communicate Clearly
Collaborate with Others
Information, Communications and Technology
(ICT Literacy)
Apply Technology Effectively
Social and Cross-Cultural
Interact Effectively with Others
Work Effectively in Diverse Teams
Productivity and Accountability
Manage Projects
Produce Results
Leadership and Responsibility
Guide and Lead Others
Be Responsible to Others