Making Conversation: In the
Classroom
Based on Master ASL, J. Zinza
© 2010 Natasha Escalada-Westland
Unit 2
Explanation of Slide Color Scheme
•
•
•
•
•
•
White – vocabulary
Light blue – grammar
Lavender – warm up activity
Yellow – practice activity or game
Salmon pink – cultural information
Lime green – internet resource
Unit 2
Making Conversation
Unit Two Goals:
• To ask for help and clarification in ASL
• To engage in basic conversation on a variety of
topics
• To understand the cultural view of deafness
• To improve familiarity with ASL grammar and
structure
• To learn and apply WH-signs and facial
expressions
• To understand iconic and non-iconic signs
Unit 2
Based on Master ASL Level One by Jason Zinza
Counting 11-20
Unit 2
Numbers
Follow this link to see a 1-20 number lesson on YouTube
(uses alternate numbering style for 16-19)
11 12 13 14 15 16 17 18 19 20
Vertical Drills. Develop speed and accuracy for each set of numbers.
Develop speed and accuracy for each column of numbers. Start slightly
higher than normal and move your hand down as you sign each number.
1
2
3
4
5
6
7
11
9
8
0
19
11
17
20
12
7
5
15
12
18
15
10
17
10
16
13
16
14
18
18
11
8
14
20
13
20
19
20 Unit 2 4
15
1
8
6
16
8
18
13
None
Unit 2
“A Little Advice”
Unit 2
Book
Unit 2
Desk, table
Unit 2
Pen, pencil
Unit 2
Sure, true, really
Unit 2
to Need, Have
to
Unit 2
Must, have to,
imperative
Unit 2
Warning
Unit 2
to Get worse, worsen, decline
Unit 2
to Grab,
take an opportunity
Unit 2
Important, valuable
Unit 2
Restaurant
Unit 2
Enjoy, pleasure
Unit 2
A Little Advice
My Advice – Unit 2
ASL students are often eager to practice
ASL with Deaf people, who are generally
willing to say hello to students. However,
there is a time and place for ASL tutorials
so be respectful and use common sense.
A frequent experience is an ASL student
approaching a couple dining in a
restaurant and starting a conversation out
of the blue!
Unit 2
My Advice
Comprehension. Watch the narrative titled My Advice on
the student DVD. Respond to the questions below. Sign
with others in the class to help answer the questions
correctly.
1. What does the signer say about practice?
2. What happens if you don’t practice your ASL?
3. What suggestions does the signer give about practicing?
4. Give an example of three non-manual signals used.
5. What question does the signer ask?
Unit 2
Directionality: Verbs that show
who or where
Unit 2
I Have a Question
MASL p. 40
The meanings of some signs in ASL change depending
on the way the signs are moved. For example, the sign
help can mean I help you or You help me if the
movement is towards the signer or someone else. This
feature of ASL is called directionality. You need to
memorize which ASL signs are directional to use them
correctly. Here’s a hint: If you want to sign something
being done to, for, or with you, then the sign tends to be
directional.
Unit 2
to Give to – DV
to you
to me
DV = directional verb
to all of you
Unit 2
to Help - DV
to you
to me
to all of you
Unit 2
to Move (an object) - DV
right
left
towards me
away from me
Unit 2
to Tell, announce - DV
to you
to me
to all of you
Unit 2
to Ask, inquire - DV
ask you
ask me
ask everyone
Unit 2
to Show, demonstrate - DV
to you
to me
to all of you
Unit 2
to Bring, carry - DV
to me, here
To the right, there
Unit 2
to Look at, watch -DV
Look at me
Look away, break eye
contact
Unit 2
Make eye contact
Directionality. Use the correct form of help,
tell and ask in each sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Please help me.
I can help you.
He/she can help you.
Help us.
Help them.
You help ____.
I tell you.
Please tell me.
I announced it.
Would you mind telling them?
Unit 2
11.
12.
13.
14.
15.
That’s fine, ask me.
He/she asks her/him.
Ask each person.
Ask them all.
Ask us.
FYI – You don’t need to
add me when using
directionality. It’s already
included in the sign.
Using directionality. The signs give to, help, move,
tell, show, ask and bring are directional. First,
watch the examples. Then figure out how the
signs should be altered in each sentence?
1.
2.
3.
4.
5.
Help me move the table.
Please give her the book.
Can you give me a pencil?
I need to give you my pen.
Move the desk over there.
Unit 2
Grammar Tip – Make a
more understandable
sentence by naming an
object before telling how to
act on or with it.
Helpful signs
Unit 2
to Mean, meaning
Unit 2
What does it mean?
Unit 2
to Explain
Unit 2
Explain it again.
Unit 2
to be Clear
Unit 2
Excuse me
Tip – Don’t add the
sign me to excuse
me, it’s redundant.
Unit 2
Not, don’t, doesn’t
Unit 2
to be Unclear, vague
Unit 2
Right, correct
Wrong,
incorrect
Thank you
Unit 2
You’re welcome
ASL Tip – Just nod to
acknowledge being thanked.
There is no separate sign for
this concept.
Unit 2
Asking for Help. Sign the phrases below with a
partner. Your partner answers using the sentence
in parentheses.
1.
2.
3.
4.
5.
6.
7.
8.
Excuse me. Can you help me?
(Sure! What’s wrong?)
What does _____ [pick a sign]
mean? (_____ means _____
[explain])
I don’t understand. It’s unclear
(vague). (Can I help you?)
Is that clear? (No, please
explain it again.)
Am I right? (No, you’re wrong.)
Please give me the paper today.
(No, not today. Tomorrow.)
Look at him/her. (Who?)
Thank you! (You’re welcome)
Example:
I Don’t Understand
p. 40 MASL
• Watch Marc and Kris sign the
dialogue. What did they say?
Unit 2
I Have a Question
(What does it mean?)
1. Comprehension. Work with a partner to
sign and answer the comprehension
questions.
1.
2.
3.
4.
What sign didn’t Kris understand?
How does Marc explain the sign?
What can’t Kris do?
Translate each person’s farewell.
Unit 2
MASL p. 43
Dialogue about sign meanings.
1. Dialogue. Create a dialogue with a partner in
which an ASL student asks someone to
explain what a sign means. Use complete
ASL sentences and non-manual signals.
Unit 2
The WH?-Face
Unit 2
The WH-Face
(complex questions)
p. 42 MASL
• Knowing how to ask for help is important
in any language. In ASL, two key phrases
are mean what and explain again. Both
phrases use a specific non-manual signal
called the WH-Face that resembles the
simple (Yes/No) Question Face.
Use the
WH question face when you are uncertain,
unclear, or asking a question using signs
for who, what, where, when, why, etc.
Unit 2
Question Faces
Practice the phrases with a partner. How is the WH-Face made?
1.
2.
What does it mean?
Explain it again?
3. What’s your name?
4. I don’t understand.
Faces. Decide whether the Yes/No Question Face or the WH-Face, or
a neutral face best matches the sentence, and sign it to a partner.
When done, switch roles and repeat the exercise.
1.
2.
3.
Is his name Todd?
What’s your name?
Do you understand?
4. No, I don’t understand.
5. Do you mind helping me?
6. What does it mean? Can you explain it
again?
Asking questions. Work with a partner and create four sentences using
the WH-Face and Yes/No Question Face. What differences do
the faces show?
Before you leave today, each partner in a pair must sign one
sentence to the instructor with the correct
Unit 2 facial expression.
and one
Numbers 21 - 30
Unit 2
Numbers 21-30
21 22 23 24 25 26 27 28 29 30
Vertical Drills. Develop speed and accuracy for each set of numbers.
Develop speed and accuracy for each column of numbers. Start slightly
higher than normal and move your hand down as you sign each number.
1
2
3
4
5
6
7
11
9
8
0
19
11
17
20
12
7
5
15
12
18
15
10
17
10
16
13
16
14
18
18
11
8
14
20
13
20
19
20 Unit 2 4
15
1
8
6
16
8
18
13
Gestural and
Iconic Signs
Unit 2
Iconic and Gestural Signs
• Because ASL uses some gestures, people often think
ASL is a simple compilation of gestures. Using gestures
does not make ASL any less of a language than English,
which also uses gestures. Can you think of gestures or
signs that ASL and English have in common?
• Some signs resemble the meaning behind the sign (like
book). These are called iconic signs, but most signs are
not iconic.
• English also uses a concept like iconicity called
onomatopoeia when English words resemble the sound
they represent. English speakers use words like oinkoink or cock-a-doodle-doo.
Unit 2
Gestures
Don’t do that
Unit 2
What other American cultural gestures can
you think of? Do you know any gestures
from other cultures?
Unit 2
Some hand gestures from around
the world
• Mexico:
– http://peterbrice.com/the-definitive-guide-to-mexicanhand-gestures.html
– http://www.youtube.com/watch?v=M20Lfl4yYKg
• Phillipines, Indonesia, Australia, and
Brazil:
– http://www.youtube.com/watch?v=CWUcGgSolw4
• Italian
– http://www.youtube.com/watch?v=M0n4Vw6twKo&fea
ture=related
Iconic Signs
Tree
Unit 2
Door
Unit 2
to Open (door)
Unit 2
to Close (door)
Unit 2
(Electric) light
Unit 2
to Turn off lights
Unit 2
to Turn on lights
Unit 2
to Stand
Unit 2
to Stand up, get
up
Unit 2
to Jump
Unit 2
to Sit
Unit 2
Abstract Signs
Mother
Father
Music
Computer
Explain in a complete ASL sentence what
you see in the illustration.
Unit 2
Asking
Asking questions. Ask a partner the following questions in
ASL. When done, switch roles an repeat. Remember
to answer questions in a complete sentence.
1.
Are you learning ASL?
2.
3.
4.
Do you understand me?
Do you mind opening the door?
I’m tired. Are you?
Unit 2
5. Do you want to meet
tomorrow?
6. Are you sitting down?
7. Are you going to school today?
8. What’s for homework?
Activities
Unit 2
Home
House
Unit 2
to Walk to, walk
Unit 2
Party
Unit 2
to Read
Unit 2
to Sleep
Unit 2
Yes or no? Your partner will respond affirmatively or
negatively to the question asked based on the
illustration. When done, switch roles and repeat the
exercise. Remember to respond in a full sentence.
Is he walking home?
Are they walking?
Is the book open?
Unit 2
Is the light on?
Is she reading?
In the Classroom
Unit 2
to Correct, to
grade
Unit 2
to Erase
(a board)
to Erase
(on paper)
Unit 2
Paper
Unit 2
to Spot, notice, spy
Unit 2
to Study
Unit 2
Student
Unit 2
Teacher
OMG…
Where’s my
SmartBoard?
Unit 2
Test, exam
Unit 2
to Write
Unit 2
to be Wrong, error, mistake
Unit 2
Correct, Right, Appropriate
Unit 2
Gender-Related Signs
Man
Woman
Boy
Girl
Unit 2
Giving requests. Ask a partner to do three
specific tasks using vocabulary you’ve learned so
far. Some ideas are provided below for you.
When done, switch roles and have your partner
ask three different tasks.
1. Write your name on the board, then erase it.
2. Open or close the door
3. Stand up or sit down.
4. Move your desk.
Unit 2
What’s in your environment? Use
the sign notice to tell a partner at
least 5 things, colors, or activities
you see in the classroom.
Practice each facial
expression. Have a
partner guess which
expression you are
attempting. Use body
posture and gestures to
get the message across.
Unit 2
Sign each sentence to a partner, who will
respond with the information in bold.
Switch roles and repeat when done.
1. Do you want a test today? (No, we want a
test tomorrow.)
2. Do you know the ASL teacher’s name? (Yes,
it’s _____.)
3. Are you an ASL student? (Yes, I’m learning
ASL.)
4. I’m not an ASL student. (No, you are the ASL
teacher.)
Unit 2
Visual Devices and
Communications
Unit 2
Visual Signaling Devices
Vibrating and flashing
clock alarms
Doorbell or phone
strobes or lights
Flashing smoke
and CO2 detectors
Unit 2
Visual Communication Devices &
Content
TTYs
Mobile text devices
(aka cell phones)
TV & movie captioning http://www.nidcd.nih.gov/health/hearing
/caption.asp
http://www.captions.org/ or
http://www.captions.com/
Videophones and video relay service
Unit 2
Web captioning http://www.webaim.org/tec
hniques/captions/
Deafness and Deaf Culture
Unit 2
What is deafness?
American Heritage Dictionary’s definition:
deaf
adj. -Partially or completely lacking in a sense of
hearing.
-Unwilling or refusing to listen; heedless: was
deaf to our objections.
Deaf
– The community of deaf people who use
American Sign Language as a primary means of
communication. Used with the, as in the Deaf.
Unit 2
The Pathological or Medical Model, or
“Who is deaf?”
Emphasis is on a cure
http://kidshealth.org/kid/body/ear_prt.htm
www.geocities.com/cicentral/how_ci_works.html
Tries to make deaf people “normal”
Unit 2
The Cultural Model, or “Who is Deaf?”
•Common unifying trait is
deafness and the use of ASL.
•The Deaf do not feel the need to
be fixed or cured.
•The Deaf World (culture) is
visually based and often has a
different perspective of “normal”
than hearing people.
•Celebrate deafness as a fulfilling
way of life.
Unit 2
Fingerspelling Rules
Unit 2
Fingerspelling,
When should I use it?
Fingerspelling is generally used in specific
instances:
1. first, last and middle names;
2. names of places (cities, states, stores);
3. titles of movies and books;
4. certain foods
Unit 2
Days of the Week
Unit 2
Days of the Week
Grammar Tip: Don’t
sign or fingerspell
the English word
“on” in ASL
sentences involving
dates. Use the
face instead.
Unit 2
Time Comes First In a Sentence
• Signs that show when something
happened, such as a day of the week,
come first in a sentence.
Eyes on ASL #5
Unit 2
Making Conversation
Unit 2
to Eat, food
Unit 2
to be Hungry
Unit 2
to be Ready
Unit 2
Restaurant
Unit 2
With
Unit 2
More Activities
Unit 2
To chat/sign, hang out
Unit 2
What are you doing?
What did you do?
What do you do?
Accent Tip: Use the
face each
time you ask
questions with this
sign.
Unit 2
to Do errands, chores
Unit 2
To enjoy, have fun,
pleasure
Unit 2
To kick back, take it easy
Unit 2
Church
Unit 2
Mosque
(fingerspell)
Unit 2
Temple
Unit 2
p. 59
Synagogue
Unit 2
To play sports
Unit 2
Using the picture cues, explain what someone did
each day. Use deixis (pointing) to indicate who is
doing the activity.
Monday
Tuesday
Wednesday
I guess he’s not here…
Thursday
Saturday
Friday
Unit 2
Sunday
Activities. Use the vocabulary below to ask a
partner what he or she does on a particular day.
Follow the example.
Signer A:
Signer B:
1. Monday
12. Later
2. Tuesday
13. Today
3. Wednesday
14. Yesterday
4. Thursday
5. Friday
6. Saturday
7. Sunday
8. Morning
9. Afternoon
10. Evening
11. Tomorrow
Unit 2
When?
Unit 2
Day
Variation 2
Unit 2
Every day
Unit 2
Umm, uh, well…
(gestural)
Unit 2
Week
Unit 2
Weekend
Unit 2
to Work, job
Unit 2
Comprehension: My Routine
1. Based on the video, what does Kris do? Complete the following sentences
in ASL. Don’t forget, signs that show when something happened come first in
a sentence.
1. On Thursday, Kris…
6. On Friday, she…
2. Kris does homework on…
7. Kris chats on…
3. She works on…
8. On Sunday, Kris…
4. Every day, Kris…
9. She doesn’t work on…
5. Kris hangs out with…
2. Comparison. What do you and Kris do differently? Follow the example to
explain how your routines are not the same.
Unit 2
Answer Key to “My Routine”
1.
2.
3.
4.
5.
6.
7.
8.
9.
On Thursday, Kris…
works
Kris does homework on… Sunday
She works on…
Thursday, Friday
Every day, Kris…
goes to school
Kris hangs out with…
friends
On Friday, she…
works
Kris chats on…
Saturday
On Sunday, Kris…
studies/does homework
She doesn’t work on…
Sat, Sun, M, T, W
Weekend activities. Find out three things a partner does
on the weekend, using the ideas below to help you.
Prepare to explain what you learn about each other to your
classmates.
go to the movies
work
go to a party
eat in a restaurant
sleep
hang out with friends
read
play sports
chat with friends
study
kick back
practice ASL
Unit 2
Reminder: Don’t forget to
raise your eyebrows on the
“time indicator” sign.
What do you do?
1. Create complete sentences for each vocabulary word.
2. Dialogue. Remember that when signs come first in a sentence. Practice
signing the dialogue below with a partner.
Student A
What do you do on the weekend?
Student B
On Saturday, I kick back and study. I work on Sundays.
What do you do?
Student A
I don’t work on the weekend. I enjoy going to the movies
with friends.
Student B
I like going to the movies. Do you want to go on Friday?
Student A
Sure!
Unit 2
When do you…? Sign each sentence in
ASL, then again, making the changes
indicated.
1. I practice ASL on Monday. (every day)
2. We go to school on Saturday and Sunday. (don’t
go)
3. He works Tuesday and Thursday morning.
(afternoon)
4. She goes to the mosque on Wednesday. (Friday)
5. They study every day. (don’t study)
Unit 2
Grammar Tip – “And” is
shown by starting your
signing slightly to one side
then shifting to the other side
for showing “this and that”.
This weekend, I… Select appropriate
vocabulary to complete each sentence.
1
2
3
4
?
?
?
?
?
Unit 2
Signed Question Mark
•Use to emphasize that a question has been asked and that the
signer expects a response.
•Does not replace the
question face.
•It is a type of closing signal.
•Often used to ask general questions to more than one individual
•Informal, used between friends
Practice the Signed Question Mark
1. Are you hungry?
4. Are you all ready?
2. Do you want to go to a restaurant?
5. Can you all see me?
3. Do you want to go with me?
6. Do you want to go home?
Unit 2
‘WH’ (complex) Questions
who, what, where, when, which, why, how, how
much, how many, etc…
The WH-Signs
Eyes on ASL #6
Unlike English sentences, most WH-signs don’t occur at
the beginning of a sentence. ‘Who’ may occur at the
beginning, as long as it also occurs at the end.
Unit 2
Who
Unit 2
What
Unit 2
When
Unit 2
Where
Unit 2
Why
Unit 2
Which
Unit 2
What or who is it? Ask a partner about the illustration in
complete sentences. Remember that the “WH” sign comes
last.
1
5
2
6
3
4
7
Unit 2
8
Using WH-signs Ask a partner to respond to the question
you ask. Make sure you use the WH-Face. Switch roles
and repeat the exercise when done.
1
2
3
4
Who is that student?
Where are you sitting?
When is class over?
What are you studying?
Unit 2
More Conversation
Unit 2
to Get better, improve
Unit 2
to Get worse, worsen, decline
Unit 2
Important, valuable, worth-it
Unit 2
Water, water fountain
Unit 2
Responding to WH-questions. A partner will ask
you each a question. Respond in a complete
sentence. When done, switch roles and repeat.
1
2
3
4
Whose sign
language is
improving?
What does a student
need to do if their sign
skills deteriorating? Unit 2
Where are they
learning ASL?
Do you want a
test today or
tomorrow?
Whose sign language is improving?
What does a student need to do
if their sign skills deteriorating?
Where are they learning ASL?
Do you want a test today or
tomorrow?
Making conversation. Ask a partner the following questions
in ASL. Respond in a complete sentence using the
information in parentheses.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Where are you going? (home)
What are their names? (?,?)
Do you want the door open or closed? (open)
Why is practice important? (I want to get better)
You play sports every day? (No, Tuesday, Thursday)
What’s on the test? (I don’t know)
Ask him what’s on the test. (He knows)
What’s your ASL teacher’s name? (?)
When do you work? (Monday)
What are you doing tomorrow? (Nothing)
Asking questions. Work with a partner to ask and answer five WH-Sign
questions. When done, create a dialogue using the questions.
Unit 2
Weekend Plans Dialogue Rubric
Names:
2
3
4
5
1. Greetings
2. Ask what someone
is doing on the
weekend
3. Tell at least 4 things
you will do over the
weekend
4. Switch roles
5. Farewells
3 or more elements
missing
2 elements missing
1 element missing
All elements present
Non Manual Signals
Few or no NMS
Some correct NMS
Many correct NMS
NMS present
throughout with
correct timing
Sign Production
(HOLM)
3 or more incorrect
signs
2 incorrect signs
1 incorrect sign
All signs produced
correctly
Fluency /
Smoothness of
signing
Very halting, many
unnatural pauses
Somewhat halting,
several unnatural
pauses
Mostly smooth, little
hesitancy
No hesitancy, very
smooth
Unit 2
Deaf History
(A Series of Helpful References)
http://www.pbs.org/wnet/soundandfury/culture/dhpop/popup1.html - a brief
overview of some highlights of the history of deafness
http://deafness.about.com/od/deafhistory/a/deaftimeline.htm - in depth links to
many aspects of deafness throughout history
http://www.canyons.edu/departments/sign/PowerPoint%201%20%20Historical%20Perspective.htm – detailed timeline of the history of
deafness, with many good details of deaf history in North America
Movie - “Through Deaf Eyes”
Unit 2
Higher Order Thinking
• The questions you ask yourself after
learning or experiencing something new
are important
• Most of the time, what you are asked to
focus on in school are lower level thinking
questions
• In the world outside of school, most real
situations are improved or solved due to
higher-order thinking.
Unit 2
Thinking Questions
Lower Order
Higher Order
Knowledge:
•
· "What is...?"
•
· "How would I describe...?"
•
· "Why did...?
•
· "How would I show...?"
Application:
•
· "What would result if...?"
•
· "What facts would I select to show...?"
•
· "What approach would I use to...?"
•
· "How would I use...?"
Comprehension:
•
· "What facts or ideas show...?"
•
· "How would I compare...?"
•
· "How would I classify...?
•
· "Can I explain what is happening...?"
Analysis:
•
· "What inference can I make...?"
•
· "What is the relationship between...?"
•
· "What evidence can I find...?"
•
· "What things justify...?"
Synthesis:
•
· "What could be changed to improve...?"
•
· "How would I test...?"
•
· "What way would I design...?"
•
· "What outcome would I predict for...?"
Adapted from http://www1.appstate.edu/~goodmanj/3850/webquest/
questions.html
Evaluation:
•
· "How could I select...?"
•
· "How could I prove...?"
•
· "How would I prioritize...?"
•
· "What information would I use to
support...?"
Unit 2
Unit 2 Review – part 1
1.
Explain how the rules for time related signs and WH-signs affect
sentence structure in ASL. With that in mind, how does ASL differ
from English sentence structure? In your own words, write an
explanation of the sentence structure rules and use them to
explain the concept to another ASL student.
2.
Give three examples of signs that are iconic. Give three
examples of signs that are not iconic.
3.
You are going to meet several Deaf people at a party Friday night.
What questions can you ask to learn more about the people you
talk with? Make a list of questions and answers and practice
signing them with a partner. Keep the following topics in mind:
1. Exchange names.
2. Explaining where you are learning ASL and if your teacher is
Deaf or hearing.
3. Favorite TV shows and movies.
4. Favorite activities.
Unit 2
Unit 2 Review – part 2
1.
What is the difference between these non-manual signals? Create five
sentences using these non-manual signals correctly.
2.
Can you:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Ask for help and clarification?
Use closing signals correctly?
Understand and use directional signs (ask, help…)?
Recognize and understand non-manual signals?
Use the WH-Face and Yes/No question face correctly?
Use time related signs in the correct order?
Use WH-signs in a conversation?
Sign a short conversation clearly?
Understand a short conversation?
Tell a brief story using a classifier?
Use and understand number signs 1-30 correctly?
Use possessive signs and deixis correctly?
Ask someone about this or that in ASL?
Ask or tell someone about this and that in ASL?
Use eye gaze, pauses, and sign order for time signs and WH-signs correctly?
Unit 2
Unit 2 Review – part 3
1. Identify and correct any errors in the signed sentences on p. 69-70 in part
C of the Unit 2 review pages. Explain to a partner or a friend why the
errors are wrong and how to fix them.
2. Be able to define, describe and / or compare:
1. Deaf culture and the deaf community
2. A cultural vs. a pathological view of deafness (big D, little d)
3. Devices and services that provide access for the D/deaf
4. Parts of the ear
5. How hearing works
Unit 2
Spell it / Sign it Lines
Using your red books, students line up in lines of about
5 each, facing each other. One line is the spelling line,
spelling vocabulary from the Units you have studied in
the book. You can use the book. Have it out on the
desk you are standing by. The other line is the reading
line. Reading line people get 2 chances to read the
spelling line’s fingerspelling and then sign a correct ASL
translation of the spelled word. If the reader can’t sign a
correct translation for any reason then he/she must
move to the end of the line (towards the back of the
room). Players move up a space as other players are
sent to the back of the line. After about 3 min., the
reading line becomes the spelling line and vice versa.
Unit 2