GOVERNOR LIVINGSTON HIGH SCHOOL ......GOVERNOR LIVINGSTON HIGH SCHOOL INTERDEPARTMENTAL/WORLD LANGUAGE AMERICAN SIGN LANGAUGE 2 #WLY1014 Curriculum Guide September 2009 Mrs. Judith

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

GOVERNOR LIVINGSTON HIGH SCHOOL INTERDEPARTMENTAL/WORLD LANGUAGE

AMERICAN SIGN LANGAUGE 2 #WLY1014

Curriculum Guide

September 2009

Mrs. Judith Rattner, Superintendent Mrs. Patricia Qualshie, Assistant Superintendent

Mrs. Michele Gardner, District Supervisor

Developed by: Elizabeth A. Schank

This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s

Individualized Educational Plan (IEP)

Approved by the Berkeley Heights Board of Education at the regular meeting held on 9/10/09 .

TABLE OF CONTENTS

Page

Vision Statement ..................................................................................................................1 Mission Statement ................................................................................................................4 Course Proficiencies .............................................................................................................5 Course Objectives ....................................................................................................5 Student Proficiencies ...............................................................................................6 Methods of Evaluation .............................................................................................7 Course Outline/Student Objectives ....................................................................................8 Resources/Activities Guide ..................................................................................................11 Suggested Audio Visual/Computer Aids ............................................................................12 Appendix ...............................................................................................................................14 Student Learning Characteristics and Learning Styles .......................................15 Instructional Strategies ...........................................................................................16 Strategies for Students with Specific Learning Needs ..........................................17 Sample Assessment Rubrics ....................................................................................19 Students with Limited English Proficiency/Students Who Are Bilingual ..........21 Students Who Are Deaf/Hard-of-Hearing .............................................................22 Standard 7.1..............................................................................................................23 Standard 7.2..............................................................................................................28

Berkeley Heights Public Schools 1

VISION STATEMENT

The American Sign Language (ASL) classrooms are characterized by students actively engaged in learning, and by teachers serving as guides and facilitators for frequent interaction in the target language. The students develop language proficiency as they use the language in relevant and meaningful situations through the use of simulations, small group work, technology, and authentic materials. The students are encouraged to increase their sensitivity to the Deaf culture, its values, customs, and traditions, to increase their understanding of ASL, and to respect the cultural and linguistic differences that they encounter in the classroom and the Deaf community.

Content Standards and Benchmark Stages The framework for ASL instruction presented in this document is based on the development of student understanding and skills in the five strands/principles identified by the National Standards in Foreign Language Project. These principles (strands) are considered the “five C’s of foreign language education as follows: • Communication • Culture • Connections • Comparisons • Communities Because ASL is a visual language, instead of emphasizing only skills of listening, speaking, reading, and writing, the ASL framework focuses on communication as it occurs in real settings between and among people who communicate individually and in groups. The communication principle recognizes three communication modes that place primary emphasis on the context and purpose of communication. • Interpersonal mode recognizes the exchange that occurs when individuals negotiate

meaning, usually in a face-to-face or person-to-person context (e.g., conversational skills).

• Interpretive communication occurs when one receives information from a text or signed

format (e.g., receptive skills - understanding movies, television broadcasts, or presentations).

• Presentational mode, the language user creates “one way” messages for consumption by

a group of people (audience), as in presentations (e.g., expressive skills - storytelling, making presentations).


VISION STATEMENT (continued) Principle 1: Communication Expressing and comprehending information while interacting in ASL. Standard 1.1 Students engage in conversations, provide and obtain information, express feelings or emotions, and exchange opinions (interpersonal mode). Standard 1.2 Students understand and interpret ASL on a variety of topics. (interpretive mode). Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (presentational mode). Principle 2: Culture Developing knowledge and understanding of the culture in which ASL is used. Standard 2.1 Students demonstrate cultural understanding of the relationship between the practices and perspectives appropriate to the culture in which ASL is used. Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives appropriate to the culture in which ASL is used. Principle 3: Connections Reinforcing and increasing knowledge of other disciplines through the use of ASL. Standard 3.1 Students reinforce and further their knowledge of other subjects, and their knowledge of and skills in using ASL. Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the use of ASL. Principle 4: Comparisons Comparing and contrasting ASL and its culture with a student’s own language and culture. Standard 4.1 Students demonstrate an understanding of the nature of language through comparisons of the language studied (ASL) and their own.


VISION STATEMENT (continued) Standard 4.2 Students demonstrate an understanding of the concepts of culture through comparisons of Deaf culture and their own culture. Principle 5: Communities Participate in ASL communities. Standard 5.1 Students use ASL both within and beyond the school setting. Standard 5.2 Students show evidence of becoming life-long learners by using ASL for personal enjoyment and enrichment.


MISSION STATEMENT

American Sign Language 2 (ASL 2) is a full-year course open to students in grades 10-12. As a continuation of the language studies started in ASL 1, ASL 2 offers students the opportunity to continue their study of ASL, as well as the history and culture of the American Deaf community. The students communicate in this visual-gestural language with its own vocabulary, grammar, idioms, and syntax. The students participate in an in-depth study of a variety of sign systems and modes of communication used within the Deaf community. In this course, the students refine their communication skills in ASL. The students learn ASL through meaningful, interactive activities in real-life contexts. ASL students are provided models of effective communication skills along with instruction in phonology, morphology, semantics, syntax, and pragmatics. ASL is not a written or spoken language and does not have a word-for-sign correlation. Moreover, ASL, unlike spoken languages, is a conceptual language, which challenges the learner to develop meta-linguistic skills. The students are taught to think about different ways in which ideas can be expressed, other than through words. Therefore, teachers should communicate exclusively in the target language (ASL) and not voice in English. The students should be required to follow the same communication procedure in the ASL classroom. The prerequisite for this course is ASL 1. ASL 2 may be taken in fulfillment of the world language requirement for high school graduation. Five (5) credits are earned for the successful completion of this course. The ASL program addresses the World Language Standards 7.1 and 7.2 of the New Jersey Core Curriculum Content Standards. It also addresses the Cross Content Workplace Readiness Standards. Note: ASL is the language of the Deaf community which views itself as a linguistic minority. Throughout this curriculum, the use of Deaf indicates cultural affiliation.


COURSE PROFICIENCIES

COURSE OBJECTIVES

1. Comprehensibility: The student will demonstrate expressive sign language skills. (7.1/A2,4,6,7, B1,2,3,4,5, C1,3,4; 7.2/B1,2, C2)

A. Create presentations based on familiar topics. B. Create and present interpretive applications of ASL. 2. Comprehension: The student will demonstrate receptive understanding of signed

communication. (7.1/A1,2,3,4,6,7, B1,3,4,5; 7.2/B1,2, C2) A. Comprehend complex ASL conversations and narratives on familiar topics. B. Comprehend complex ASL conversations and narratives on unfamiliar topics. 3. Language Control: The student will demonstrate the ability to apply grammatical principles

in communication. (7.1/A1,2,3,4,5,6,7, B1,2,3,4,5, C1,3,4; 7.2/B1,2, C2) A. Compare and contrast the components of ASL and spoken languages. B. Identify and produce various linguistic features in ASL. C. Compare and contrast grammatical features of ASL and English. D. Demonstrate the ability to code switch between signed language styles. E. Demonstrate conversation facilitating behaviors. 4. Vocabulary Usage: The student will demonstrate the ability to incorporate a range of

vocabulary in communication. (7.1/A1,2,3,4,5, B1,2,3,4, C1,3,4; 7.2/B1,2, C2) A. Receive exposure to a targeted set of vocabulary items. B. Demonstrate receptive mastery of a targeted set of vocabulary items. C. Demonstrate expressive mastery of a targeted set of vocabulary items. 5. Communication Strategies: The student will demonstrate the ability to maintain

communication. (7.1/A1,2,3,4,5,7, B1,2,3,4,5, C1,3,4; 7.2/B1,2) A. Initiate and sustain a conversation in ASL. B. Terminate a conversation in ASL, using culturally appropriate techniques. C. Engage in simple face-to-face ASL discourse, including turn-taking, changing topics, and

expanding clarification. 6. Cultural Awareness: The student will demonstrate an awareness of Deaf culture, as reflected

in their communication and interaction. (7.1/A2,4,5,6, B5,6, C1,3,4; 7.2/A1,3,4, B1,2,3,4,5, C1)

A. Compare and contrast cultural elements of people who are deaf, hard-of-hearing, and hearing.

B. Research, discuss, and present communication behaviors used by Deaf people. C. Research, discuss, and present historical and sociological aspects of Deaf culture and its

impact on members of the Deaf community. D. Read, research, and discuss various styles of literature by and about Deaf people, Deaf

culture, and the Deaf community.


STUDENT PROFICIENCIES The student will be able to: 1. Sign in detail, life events and activities. (7.1/B3) 2. Demonstrate and recognize targeted ASL vocabulary. (7.1/B3) 3. Demonstrate and recognize targeted ASL idioms. (7.1/B2) 4. Demonstrate and recognize targeted ASL classifiers. (7.1/B4) 5. Ask and answer complex questions in ASL. (7.1/B3) 6. Present a complex signed story using grammatically correct ASL. (7.1/C3 ) 7. Apply targeted ASL grammatical features in conversation. (7.1/B4) 8. Incorporate role shifting techniques in ASL storytelling. (7.2/B1) 9. Include appropriate mouth morphemes in expressive ASL. (7.1/B4) 10. Apply appropriate non-manual behaviors in ASL conversation. (7.1/A2) 11. Identify and demonstrate culturally acceptable pragmatics. (7.2/B1) 12. Research, discuss, and present papers (using ASL) on selected topics related to sign language and deafness. (7.2/A3) 13. Research, prepare, and present (using ASL) on professions/occupations that require proficiency in ASL. (7.1/A4) 14. Develop and present interpretive applications of ASL (songs, poems, stories). (7.1/A1)


METHODS OF EVALUATION

1. Quizzes: Receptive – The student demonstrates an understanding of ASL Expressive – The student demonstrates an ability to produce ASL Written – The student demonstrates an understanding of ASL concepts 2. Tests: Receptive Expressive Written 3. Class participation 4. Written assessments: Essays Summaries Reaction papers 5. Class presentations and projects 6. Journal writing 7. Student self-assessment 8. Peer assessments 9. Teacher observation 10. Mid-term and final examination: Receptive Expressive Written


SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES

The student will be able to: NJ Core

Curriculum Standards/

Grades

Strands & Indicators

Course Outline/Student Objectives

7.1/10-12 A1,2,3,4,5, 6,7 B1,2,3,4 C1,3,4

I. ASL Vocabulary A. Demonstrate Expressive ASL Signs for: 1. Time 2. Calendar 3. Life events 4. Experiences 5. Family 6. Opinions 7. Geography 8. People and professions 9. Objects (nouns) 10. Activities (verbs) 11. Current events 12. Future plans B. Recognize Receptive ASL Signs for: 1. Time 2. Calendar 3. Life events 4. Experiences 5. Family 6. Opinions 7. Geography 8. People and professions 9. Objects (nouns) 10. Activities (verbs) 11. Current events 12. Future plans

7.1/10-12 7.2/10-12

A1,2,3,4,5, 6,7 B1,2,3,4,6 C1,3,4 A1,2,3,4 B1,2,3,4,5 C1

II. Grammatical Principles A. Identify Parameters of a Sign 1. Non-manual signals 2. Handshape 3. Movement 4. Location 5. Orientation B. Use of Classifiers C. Distinguish between ASL, Contact Signing (PSE), and Signed English (Sign Language Continuum)


II. Grammatical Principles (continued) D. Identify and Assign ASL Glosses for English Vocabulary E. Interpret and Demonstrate Targeted ASL Idioms F. Assign Appropriate ASL Signs for English Idioms G. Identify and Demonstrate Use of Loan Signs H. Define, Demonstrate, and Recognize Grammatical Features: 1. Rhetorical questioning 2. Time-sequenced ordering 3. Conditional statements 4. Spatial referencing 5. Directionality

7.1/10-12 7.2/10-12

A1,2,3,4,5 6,7 B1,2,3,4,6 C1,3,4 A1,2,3,4 B1,2,3,4,5 C1

III. Applications Of ASL Grammatical Structure A. Present, in ASL, an Autobiography B. Present, in ASL, Directions from Home to School C. Use ASL Adjectives to Describe People, Places, and Objects D. Present, in ASL, on a Chosen Profession E. Present, in ASL, on Current Events

F. Present, in ASL, on Future Plans 7.1/10-12 7.2/10-12

A1,2,3,4,5 6,7 B1,2,3,4,6 C1,3,4 A1,2,3,4 B1,2,3,4,5 C1

IV. Interpretive Applications Of ASL A. Demonstrate Receptive Comprehension of: 1. ASL poetry 2. ASL idioms 3. Storytelling 4. Signed songs 5. ABC stories 6. Classifier stories 7. Number stories 8. Deaf folklore B. Present, Individually and in Small Groups, Interpretive ASL: 1. ASL poetry 2. ASL idioms 3. Storytelling 4. Signed songs 5. ABC stories 6. Classifier stories 7. Number stories 8. Deaf folklore

7.2/10-12

A1,2,3,4 B1,2,3,4,5 C1

V. Cultural Awareness A. Define Characteristics of the Deaf Community B. Discuss the Evolution of Sign Language in America C. List Appropriate Attention-Getting Behaviors D. List Technology Used by Deaf People


V. Cultural Awareness (continued) 1. TTY (texting) 2. Closed captioning 3. Home devices (alarms, lights, baby-cry) 4. Videophone (relay service) E. Discuss Culturally Significant Topics in the Deaf Community: 1. Cochlear implants 2. Educational choices 3. Modes of signing 4. Deaf president now - Gallaudet University 5. Deaf/deaf 6. Hearing impaired/deaf 7. Rules for social interaction F. Research a Topic Related to Sign Language or Deafness G. Write a Research Paper on a Selected Topic Related to Sign Language or Deafness H. Present on a Topic Related to Sign Language or Deafness

*New Jersey Core Curriculum Content Standards can also be viewed at www.state.nj.us


RESOURCES/ACTIVITIES GUIDE

ASL 2 Texts and Resources

Targets for coverage of content by end of the 1st Semester

• Learning American Sign Language, Humphries and Paddon - Units 13-18

• Signing Naturally 2, Smith, Lentz, and Mikos - Units 1-6

• ASL Grammatical Aspects: Comparative Translations, Cassell and McCaffrey

• Master ASL

• For Hearing People Only, Moore and Levitan - Selected chapters Targets for coverage of content by end of the 2nd Semester

• Learning American Sign Language, Humphries and Paddon - Units 19-24

• Signing Naturally II, Smith, Lentz, and Mikos - Units 7-12

• ASL/English Idioms and Their Translations, Posner - Workbook and VHS


SUGGESTED AUDIO VISUAL/COMPUTER AIDS

VIDEO/DVD ASL Grammatical Aspects - Video - Cassell and McCaffrey, Sign Enhancers, Inc. Signing Naturally II - Video - Smith, Lentz, and Mikos Linguistics of American Sign Language - Text and Video The Faces of ASL - ASL Grammar Deaf Mosaic, Deaf Culture Series - Video ASL Role Shifting, “He Said, She Said” - DVD Idioms in American Sign Language - DVD Series 1 and 2 Mouth Morphemes, Use of Non-Manual Signals Children of a Lesser God Deaf Kids - PBS Documentary WEBSITES ASL Dictionary - http://www.aslpro.com/ Master ASL - http://master asl.com ASL Access - http://aslaccess.org Berkeley Heights Public Schools DEAF LINKS www.deaflinx.com/ASL/ASL.html ASL As a World Language www.unm.edu/~wilcox/aslfl.html


SUGGESTED AUDIO VISUAL/COMPUTER AIDS (continued)

ASL Browser http://commtechlab.msu.edu/sites/aslweb/browser.htm ASL Pro (Online dictionary) http://www.aslpro.com/ ASL Lessons http://www.lifeprint.com/ Deaf Culture http://www.deafculture.com/ Deaf.com http://www.deaf.com/ Deaf Links http://www.deaflinx.com/ ASL Online Journal http://aslpah.com/main/archives/39oct06.htm Learning American Sign Language http://www.handspeak.com/


APPENDIX


STUDENT LEARNING CHARACTERISTICS AND LEARNING STYLES

The needs of an increasingly diverse and individualized student population, of a global economy, and of a multinational workplace necessitate designing a world language curriculum and learning environment that will best accommodate those needs to facilitate the language acquisition process. Varying learning capabilities, learning needs, and learning styles have specific implications for instructional strategies in the world language classroom. In this document, student learning characteristics and learning styles will be address in five groups: Students with Diverse Talents (Multiple Intelligences); Students with High Abilities (Exceptionally Able); Students with Disabilities (Special Education); Students with Limited English Proficiency (LEP) and Students Who Are Bilingual; and Students Who Are Deaf/Hard-of-Hearing. Students with Diverse Talents (Multiple Intelligences) Each student has a dominant learning style, which is a unique combination of the types of intelligences identified by Howard Gardner (1983). It is important for world language teachers to identify the learning styles of their students so they can restructure their teacher strategies to allow students to process material more efficiently. Adaptations are often idea generators or good teaching techniques for adding variety and interest that are beneficial to many students and may be used with all language learners. See Appendix D, Figures 44 through 47, for additional information and strategies regarding students with diverse talents. Students with High Abilities (Exceptionally Able) Exceptionally able students excel in the ability to create, as well as the ability to use higher-order thinking skills. These high-ability learners thrive on learning opportunities that effectively challenge them to achieve their potentials. See Appendix D, figure 48, for strategies regarding these students. More comprehensive information may be found in part two of chapter 12. Students with Disabilities (Special Education) Students with disabilities may be provided with special assistance to accommodate their needs. World language teachers can also use adaptive strategies to better meet their specific needs. See Appendix D, Figure 49, for strategies regarding students with specific learning needs and Appendix E, Figures 50 through 58, for examples of graphic organizers. Additional information is given in part one of chapter 12, which includes ideas for modifying instruction based on three learning scenarios found in this framework.


INSTRUCTIONAL STRATEGIES

The most effective instructional strategies incorporate meaningful and purposeful activities that provide students with opportunities to use world languages in active communication. In response to the needs of world language teachers/specialists, classroom teachers, and other individuals involved in world language instruction, “Methodology for Innovative Instruction in K-12 World Language Programs” has been included for classroom reference in Appendix C, figures 24 through 43. Lipton (1995, pp. 183-184) recommends the following general instructional strategies, which are characteristic of both elementary and secondary communicative-based language classrooms: Keep the use of English to a minimum, with most instructions, directions, and explanations given

in the target language. Use real objects, gestures, pictures, and other visuals to convey meaning. Focus on language that is concerned with functional situations and authentic utterances. Do not always insist on complete sentences, but mirror natural speech patterns. Adopt a conversational approach replicating “real” situations likely to occur. Teach vocabulary in context, including all kinds of idiomatic phrases. Use paired activities and small-group learning. Use technology. Use a variety of print and non-print materials. Strive to develop cultural awareness using authentic cultural realia as a springboard for

communication in the language. Emphasize acceptable communication, rather than near-native pronunciation. Ensure a match between the learner and the language in terms of relevance and learning styles. NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK


Figure 49

STRATEGIES FOR STUDENTS WITH SPECIFIC LEARNING NEEDS Consideration for Meeting Specific Learning Needs

in Skill and Instructional Areas

To ensure success with understanding new concepts…

pre-teach new concepts use multiple means of learning use multiple intelligences the same material (visual, auditory, information to deliver material

identify priority learning tactile) in a variety of ways from less important materials have student set personal use cooperative learning and

provide adequate time goals small groups

provide meaningful practice, use peer tutors provide cues review, repetition

use flow charts

connect previous learning to new information To ensure success with attention deficit learning…

surround students with peers who are good role models. Encourage peer tutoring and cooperative, collaborative learning.

maintain eye contact with students during verbal instruction.

make directions clear and concise. Be consistent with daily instructions.

simplify complex directions. Avoid multiple commands.

make sure that students comprehend before beginning the task.

repeat in a calm, positive manner, if needed.

help students to feel more comfortable seeking assistance. (Most ADD students won’t ask for help.)

assign only one task at a time.

monitor frequently. Use a supportive attitude.

modify assignments as needed. Special education personnel can identify specific strengths and weaknesses of students

make sure you test knowledge and not attention span.

give extra time for certain tasks. Students with ADD may work more slowly. Don’t penalize for needed extra time.

require a daily assignment notebook if necessary. Make sure students write down all assignments each day. Parents and teachers may sign the notebook on a daily basis and use this as an additional form of communication with one another. Adapted from the list compiled by members of CH.A.D.D. (Children with Attention Deficit Disorders) in Meeting The Special Needs of Students. Glencoe/McGraw-Hill 1997, p. 10. NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK


Figure 49 (continued)

STRATEGIES FOR STUDENTS WITH SPECIFIC LEARNING NEEDS

Considerations for Meeting Specific Learning Needs in Skill and Instructional Areas

To ensure success with visually-impaired learners…

describe what you are doing use black and white printed be aware of lighting requirements hand outs

provide preferential seating stand away from window glare when use audio taped books talking to the student

provide material in large or Braille print use tactual materials to allow extra time to complete a task represent concepts – contact a

give student an individual vision consultant to assist with copy of visual information the design presented to the group To ensure success with hearing-impaired learners…

provide preferential seating highlight text and study guides show videos or visuals before presenting information to provide

use visual cues (overheads, provide note-taking assistance a knowledge base for students drawings, maps, demonstrations, during lectures to allow hearing- visual samples of new vocabulary) impaired student to concentrate use alternative testing methods on the teacher

face student directly when minimize background noise speaking use peer tutoring simplify vocabulary

emphasize key points; don’t use study sheets to organize overload with information information use preprinted outline of materials

repeat or rephrase what other pre-teach vocabulary students say – hearing what other students say is often use captioned videos, films, etc. difficult for hearing-impaired students To ensure success with retaining and retrieving information…

use multi-modalities (visual, show relationships among teach visual imagery auditory, tactile) to teach the concepts through graphs, same concept outlines, and webbing use rhythm, music, and movement

teach vocabulary in context use color coding to show use lists concepts and relationships

use cues, prompts use matrix to organize information; use peer tutors allow students to construct some

use graphic organizers of their own highlight important information

use frequent repetition of key use pictographs points teach mnemonics as a memory tool

break down instructional units into smaller steps Adapted from the Nebraska K-12 Foreign Language Frameworks, 1996


Figure 8

SAMPLE ASSESSMENT RUBRICS

Rubrics for Assessment of American Sign Language

The following rubrics suggest samples of standards and criteria for assessing the expressive and receptive language skills of students who are learning American Sign Language. These rubrics are not inclusive of the comprehensive expressive and receptive language skills that students will need to gain a fluency in American Sign Language, but rather they suggest a general framework for assessment. Figure 8A: Rubric for Assessment of American Sign Language Expressive Skills

4

Excellent

3 Very Good

2 Satisfactory

1 In Progress

Formation: Handshape Palm Orientation Movement Location

• Consistent use of correct signs • Clear, easily understood

• Self-corrects; few mistakes made • Easily understood

• Some errors, but is understandable • Errors are usually not corrected

• Frequent incorrect formation of signs • Very difficult to understand signs

Space Referents: Motion/Location of Verbs (includes eye gaze, body shifting, and choice of signs)

• Extensive use of setting up points in space to refer to objects and people • Good eye contact • Lively, enthusiastic, uses expressiveness

• Frequently sets up points in space to refer to objects and people; makes some errors • Maintains some eye contact • Some use of expressive behaviors

• Limited use of setting up points in space to refer to objects and people; sometimes makes errors • Limited eye contact • Limited use of expressive behaviors

• Difficulty with setting up points in space to refer to objects and people • Difficulty with maintaining eye contact • Lacks expressive behaviors when signing

Story Grammar – Use of Non-Manual Markers: Yes/No Questions “Wh—“ Questions Location Negation Contrastive Structure (referents, time, intensity, etc.)

• Uses good facial expressions correctly and consistently • Uses intensifiers (dramatic use of facial expressions and signs) to match information conveyed • Uses all non-manual markers appropriately

• Appropriate use of facial expressions when signing • Inconsistent use of intensifiers • Inconsistent use of non- manual markers

• Some appropriate use of facial expressions • Limited use of intensifiers • Limited use of non- manual markers

• Lacks facial expressions when signing • Difficulty using intensifiers • Difficulty using non- manual markers

Fluency/Accuracy: Smoothness and Fluency of Signs Conceptually Accurate Ideas/Messages

• Communicates with fluency and confidence • Signs conceptually accurate ideas/ messages consistently

• Smooth flow of signs with confidence most of the time • Signs conceptually accurate ideas/ messages the majority of the time

• Hesitates and self corrects when signing • Signs conceptually accurate ideas/ messages on a limited basis

• Jerky hand movements and choppy use of signs • Unable to sign conceptually accurate ideas/messages

NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK


Figure 8 (continued)

SAMPLE ASSESSMENT RUBRICS

Rubrics for Assessment of American Sign Language Figure 8B: Rubric for Assessment of American Sign Language Expressive Skills

4

Excellent

3 Very Good

2 Satisfactory

1 In Progress

Basic Vocabulary

• Understands all signed vocabulary words • Does not need repetition of signed vocabulary words

• Understands most signed vocabulary words • Rarely requires repetition of signed vocabulary words

• Limited understanding of signed vocabulary • Requires some repetition of signed vocabulary words

• Very limited understanding of signed vocabulary words • Requires frequent repetition of signed vocabulary words

Fingerspelling

• Understands all fingerspelled words • Does not need any repetition

• Understands most fingerspelled words • Rarely requires repetition of fingerspelled words

• Limited understanding of fingerspelled words • Requires some repetition of fingerspelled words

• Very limited understanding of fingerspelled words • Requires frequent repetition of fingerspelled words

Simple ASL Sentences and Simple ASL Questions

• Understands all simple ASL sentences • Understands all simple ASL questions • Does not need any repetition of sentences/ questions

• Understands most simple ASL sentences • Understands most simple ASL questions • Needs some repetition of sentences/questions

• Limited understanding of simple ASL sentences • Limited understanding of simple ASL questions • Often needs sentences/ questions repeated

• Very limited understanding of simple ASL sentences • Very limited understanding of simple ASL questions • Requires frequent repetition of sentences/ questions

Complex ASL Sentences and Complex ASL Questions

• Understands all complex ASL sentences • Understands all complex ASL questions • Does not need any repetition of sentences/ questions

• Understands most complex ASL sentences • Understands most complex ASL questions • Needs some repetition of sentences/questions

• Limited understanding of complex ASL sentences • Limited understanding of complex ASL questions • Often needs sentences/ questions repeated

• Very limited understanding of complex ASL sentences • Very limited understanding of complex ASL questions • Requires frequent repetition of sentences/ questions

Non-Manual Markers: Yes/No Questions “Wh—“ Questions Location Negation Contrastive Structure (referents, time, intensity, etc.)

• Understands all non- manual markers • Responds appropriately to non-manual behavior

• Understands most non- manual markers • Responds appropriately to most non-manual behaviors

• Understand some non- manual markers; asks for clarification of some non-manual. behaviors • Responds appropriately to some non-manual markers

• Limited understanding of non-manual markers; frequently needs non- manual markers clarified or explained • Responds inappropriately to non-manual markers


Students with Limited English Proficiency (LEP) and Students Who Are Bilingual Limited English Proficient (LEP) students, who arrive at school with diverse levels of language proficiency in English, should be given the same opportunity as other students to learn world languages. These students are held to the same standards for mastery of world languages as their English speaking peers, and thus, districts must have the same high expectations for them. When feasible, LEP students should be provided with opportunities for developing skills in their native language that are both developmentally supportive and rigorous. Since bilingualism is the goal of a world language program, students who speak another language enter school with a great advantage. Taking affirmative steps to maintain and develop native language skills ensures that such skills will not erode over time as English becomes their dominant language. Alternatively, LEP and bilingual students should be provided with the opportunity to study a world language in addition to English. This is particularly relevant for LEP students who speak languages that are not offered for study in the school district. For example, a Chinese speaking student in a district where Spanish and French are the world languages offered should have the opportunity to choose which language to study. Such students are often faster learners in a third language because they already know how to use the metacognitive strategies required for language learning.

In short, educational programs for both language-majority and language-minority students that develop their home language along with a second language, or even a third language, are feasible and effective. These programs have the value-added benefit of developing second language and cross-cultural skills at no cost to other educational goals. These skills open employment opportunities and extend access to people, places, and information that are available only in other languages.

(Genesee & Cloud, 1998, p. 63)

Whether limited English proficient or bilingual, students who speak a native language other than English should be considered as resources to the world language program. Students who speak a language that is offered as a world language in the district can provide a natural context for language practice for English speaking students. Having opportunities to interact with native speakers of a language increases the potential for second language learners to approximate native like fluency in the target language. By providing structured and unstructured opportunities for English speakers to interact with target-language-speaking peers, we not only motivate students to communicate but also create opportunities for authentic, purposeful interaction – an essential component of effective second language learning. In addition, these native speakers can assist in providing information and accurate impressions of the foreign culture being studied. Students who represent different cultural backgrounds can enrich a world language program by promoting cross-cultural discourse and fostering an appreciation and understanding and can help lessen ethnocentric and prejudiced attitudes. NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK


Students Who Are Deaf/Hard-of-Hearing The native language for students who are deaf/hard-of-hearing varies among students, depending upon their cultural and linguistic preferences. Some of these linguistic preferences may be: American Sign Language (ASL) as their native and primary language, and English as their

secondary language; English as their native language and ASL as their secondary language; and English as their native language without the use of ASL or another sign system. As with heritage language learners, these students whose primary language is ASL should be provided an opportunity for further study in ASL. They should demonstrate competencies for meeting the world language standards and cumulative progress indicators as outlined in chapter 4 – with the exception of those that refer to oral speaking skills. The American Sign Language Rubrics in Appendix B, Figures 8A and 8B) should also be utilized. Students whose primary language is English and who use ASL as a second language, or students with no prior exposure to ASL, may continue to pursue studies in American Sign Language as an option for meeting the world language standards. Students who are deaf/hard-of-hearing may also have the option of pursuing any other world language offered. The student’s individualized education program (IEP) should address the assessment of the student’s competencies in the world language (i.e., whether the student has the ability to be assessed in the speaking component of the world language assessment, or if the assessment will involve only reading and writing). Students who are hearing may choose ASL in order to fulfill the world language requirement for acquiring a second language. Progress should be assessed according to the American Sign Language Rubrics in Appendix B, Figures 8A and 8B. All students who are deaf/hard-of-hearing, regardless of their linguistic preference, will be expected to meet the requirement in the Language Arts Literacy content area. Fluency in ASL should not be considered a substitution for fluency in English competency skills.


Standard 7.1: Communication Strand A: Interpretive Mode (understanding and interpretation of spoken or written communication)

Novice-Mid (N-M) Learner

Students beginning the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes, should meet the following cumulative progress indicators by the end of Grade 2.

Novice-High (N-H) Learner

Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes, and continue the study of that language, in subsequent grades, in a program that meets for the same time allocations, should meet the following cumulative progress indicators by the end of Grade 4.

Intermediate-Low (I-L) Learner

Students who have begun the study of a second language, in kindergarten through Grade 4, in a program that meets a minimum of three times a week for thirty minutes, and continue the study of that language through middle school, in a program that meets five times a week for forty minutes, should meet the following cumulative progress indicators by the end of Grade 8.

Pre-Advanced (P-A) Learner

Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes in the elementary school and five times a week for forty minutes in the middle school and high school, should meet the following cumulative progress indicators by the end of Grade 12

N-M 1: Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate physical response.

N-H 1: Demonstrate comprehension of a series of oral directions, commands, and requests through appropriate physical response.

I-L 1: Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

P-A 1: Demonstrate an understanding of spoken and written language, as expressed by speakers of the target language in formal and informal settings through appropriate responses.

N-M 2: Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

N-H 2: Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

I-L 2: Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture in the use of gestures, intonation, and other visual and auditory clues.

P-A 2: Compare and contrast the use of verbal and non-verbal etiquette, in the target culture, with their own culture to perform a variety of functions, such as persuading, negotiating, and offering advice.

N-M 3: Identify familiar people, places, and objects based on oral and/or simple written descriptions.

N-H 3: Identify people, places, objects, and activities in daily life based on oral or written descriptions.

I-L 3: Discuss people, places, objects, and daily activities based on oral or written descriptions.

P-A 3: Analyze the historical and political contexts that connect/ have connected famous people, places, and events, from the target culture, with the U.S.


Standard 7.1: Communication (continued) Strand A: Interpretive Mode N-M 4: Comprehend brief oral exchanges on familiar topics.

N-H 4: Comprehend short conversations and brief written messages on familiar topics.

I-L 4: Comprehend conversations and written information on a variety of topics.

P-A 4: Synthesize information from oral and written discourse dealing with a variety of topics.

N-M 5: Connect the learning of the target language to information studied in other core content areas.

N-H 5: Connect the learning of the target language to information studied in other core content areas.

I-L 5: Apply knowledge and skills gained, in other core content areas, to the learning of the target language.

P-A 5: Apply knowledge and skills gained, in other core content areas, to interpret information on topics related to the study of the target language and culture.

N-M 6: Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and information.

N-H 6: Demonstrate comprehension of the main idea, and identify the principal characters in readings from age-appropriate, culturally authentic selections.

I-L 6: Identify the main idea and theme, and describe the main characters and setting in readings from age-appropriate, culturally authentic selections.

P-A 6: Analyze and critique readings from authentic texts and/or from a variety of art genres.

No appropriate cumulative progress indicator identified at this level

No appropriate cumulative progress indicator identified at this level.

I-L 7: Compare and contrast unique linguistic elements in English and the target language.

P-A 7: Analyze elements of the target language and comparable linguistic elements in English.


Standard 7.1 Communication Strand B: Interpersonal Mode (direct spoken or written communication)




Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes, and continue the study of that language in subsequent grades, in a program that meets for the same time allocations, should meet the following cumulative progress indicators by the end of Grade 4.


Students who have begun the study of a second language, in kindergarten through Grade 4, in a program that meets a minimum of three times a week for thirty minutes, and continue the study of that language through middle school in a program that meets five times a week for forty minutes, should meet the following cumulative progress indicators by the end of Grade 8.


Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes in the elementary school and five times a week for forty minutes in the middle school and high school, should meet the following cumulative progress indicators by the end of Grade 12.

N-M 1: Give and follow simple oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

N-H 1: Give and follow a series of oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

I-L 1: Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

P-A 1: Give, respond, and ask for clarification on detailed oral and written directions, commands, and requests.

N-M 2: Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and daily interactions.

N-H 2: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture during daily interaction.

I-L 2: Use appropriate gestures, intonation, and common idiomatic expressions of the target culture in familiar situations.

P-A 2: Interact in a variety of situations using culturally appropriate verbal and non-verbal communication strategies.

N-M 3 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

N-H 3: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences.

I-L 3 Ask and respond to factual and interpretive questions of a persona nature or on school related topics.

P-A 3: Ask and respond to questions as part of group discussion on topics of personal, academic, or social nature.


Standard 7.1 Communication (continued) Strand B: Interpersonal Mode N-M 4: Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas.

N-H 4: Participate in guided conversations on a variety of familiar topics and/or topics studied in other core content areas.

I-L 4: Engage in short conversations about personal experiences or events, and/or topics studied in other core content areas.

P-A 4: Engage in oral and/or written discourse in a variety of time frames on topics of personal or social interest, or on topics studied in other core content areas.

N-M 5: Exchange basic information about the main characters, main idea, and setting from age-appropriate, culturally authentic selections.

N-H 5: Identify the main characters, main idea, setting, and important events found in age-appropriate, culturally authentic texts.

I-L 5: Describe the main characters, setting, and important events from age-appropriate, culturally authentic selections both orally and in writing.

P-A 5: analyze and critique a variety of culturally authentic selections.



I-L 6: Identify professions and careers that require proficiency in a language other than English.

P-A 6: Use language in a variety of settings to further personal and/or career goals.


Standard 7.1: Communication Strand C: Presentational Mode (spoken and written communication for an audience)




Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes, and continue the study of that language in subsequent grades in a program that meets for the same time allocations, should meet the following cumulative progress indicators by the end of Grade 4.




Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes in the elementary schools and five times a week for forty minutes in the middle school and high school, should meet the following cumulative progress indicators by the end of Grade 12.

N-M 1: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

N-H 1: Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary in a guided format

I-L 1: Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.

P-A 1: Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or exposure to perspectives from the target culture.

N-M 2: Copy/write words, phrases, or simple guided texts on familiar topics.

N-H 2: Describe in writing, using a guided format, people and things from the home/school environment.

I-L 2: Use language creatively, in writing, to respond to a variety of oral or visual prompts.

P-A 2: Use language creatively in writing for a variety of purposes.

N-M 3: Present orally or in writing information from age-appropriate, culturally authentic selections.

N-H 3: Tell or retell stories, using a guided format, from age-appropriate, culturally authentic selections orally or in writing.

I-L 3: Engage in a variety of oral and written tasks using age-appropriate, culturally authentic selections.

P-A 3: Explain the structural elements and/or cultural perspectives of authentic selections.

N-M 4: Name and label tangible products and imitate practices from the target culture.

N-H 4: Tell or write about products of the target culture and simulate common cultural practices.

I-L 4: Describe orally, in writing, or through simulation, similarities and differences among products and practices found in the target culture with their own.

P-A 4: Explain the perspectives of the target culture(s), as evidenced by their products and practices, and compare those with home cultural perspectives.


Standard 7.2: Culture Strand A: Interpretive Mode (understanding and interpretation of spoken or written communication)








Students who have begun the study of a second language, in kindergarten, in a program that meets a minimum of three time a week for thirty minutes in the elementary school and five times a week for forty minutes in the middle school and high school, should meet the following cumulative progress indicators by the end of Grade 12.

N-M 1: Identify daily practices of people in the target cultures(s).

N-H 1: Compare daily practices of people in the target culture(s) with their own.

I-L 1: Explain how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural practices.

P-A 1: Analyze how the changing economic and political environment influences the development of new products and contemporary practices in the target culture.

N-M 2: Identify basic geographical features and some common landmarks in countries where the target language is spoken.

N-H 2: Describe the geographical features, types, and effects of climate in countries where the target language is spoken.

I-L 2: Investigate how geography and climate influence the lives of people in the target culture(s) country(ies).

P-A 2: Compare and contrast how the target country(ies) and the U.S. deal with current environmental issues.

N-M 3: Identify aspects of the target culture(s) presented in photographs, children’s books, and plays.

N-H 3: Identify aspects of culture presented in photographs, plays, or films.

I-L 3: Show the relationship between the cultural characteristics found in films or videos to the cultural perspectives of the target culture(s).

P-A 3: Compare and contrast varying perspectives that exist in different target cultures as seen in television, film, and other forms of the media.

N-M 4: Identify distinctive cultural products of the target culture(s).

N-H 4: Identify common tangible and intangible cultural products of the target culture(s).

I-L 4: Examine tangible products of the target culture(s) and begin to infer why people produce and use them.

P-A 4: Compare and contrast tangible products of the target culture(s) to their own culture and formulate a rationale about why people produce and use them.


Standard 7.2: Culture Strand B: Interpersonal Mode (direct spoken or written communication)









N-M 1: Imitate culturally appropriate etiquette in verbal and non-verbal communication during greetings, leave-takings, and daily classroom interactions.

N-H 1: Imitate culturally appropriate etiquette in verbal and non-verbal communication during greetings, leave-takings, and common social situations.

I-L 1: Use culturally appropriate etiquette in verbal and non-verbal communication in a variety of social situations.

P-A 1: Interact in a wide range of social and professional contexts that reflect both peer group and adult activities within the culture studied, using appropriate etiquette in verbal or non-verbal communication.

N-M 2: Participate in a variety of oral and/or written activities after listening to age-appropriate, culturally authentic selections.

N-H 2: Participate in a variety of oral and/or written activities after listening to and/or reading age-appropriate, culturally authentic selections.

I-L 2: Discuss various elements of age-appropriate, culturally authentic selections and identify how they reflect certain aspects of the target culture.

P-A 2: Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the products, practices, and perspectives of the target culture(s).

N-M 3: No appropriate cumulative progress indicator identified at this level.

N-H 3: No appropriate cumulative progress indicator identified at this level.

I-L 3: Demonstrate and discuss, in some detail, observable patterns of behavior and social conventions of the peer group in the target culture(s) and make comparisons with the U.S.

P-A 3: Compare and contrast for discussion common social practices in the U.S. and target culture(s) related to universal life events, such as birth, marriage, and death.


Standard 7.2: Culture (continued) Strand B: Interpersonal Mode



I-L 4: Discuss the characteristics of the school community in the target culture and compare with those in the U.S.

P-A 4: Analyze for discussion observable patterns of behavior and social conventions of various age groups in the target culture(s) and compare them with the U.S.



I-L 5: Describe past and present issues, events, and/or trends from the target culture perspective and the U.S. perspective.

P-A 5: Analyze for discussion relationships among past and current economic and political structures and their impact on the perspectives of the culture(s) studied.


Standard 7.2: Culture Strand C: Presentational Mode (spoken and written communication for an audience)

Novice Mid (N-M) Learner

Students beginning the study of a second language, in kindergarten, in a program that meets a minimum of three times a week for thirty minutes, should meet the following cumulative progress indicators by the end of Grade 2,

Novice High (N-H) Learner


Intermediate Low (I-L) Learner




N-M 1: Reproduce a variety of tangible products typical of the target culture(s).

N-H 1: Compare and contrast similarities and differences between tangible products of the target culture(s) and their own.

I-L 1: Present the results of research showing the extent of diversity in products and practices that exist within the target language/culture(s).

P-A 1: Develop a persuasive rationale showing how the study of the target language and its culture(s) influences attitudes and views on diversity.

N-M 2: Identify and reproduce expressive products typical of the target culture(s).

N-H 2: Describe and reproduce expressive products of the target culture(s).

I-L 2: Prepare an analysis showing how expressive products or innovations of the target culture(s) influence the global community.

P-A 2: Simulate activities characteristic of the transition between high school and the workplace/university in the target culture.

N-M 3: Participate in age-appropriate activities related to special events celebrated in the target culture(s).

N-H 3: Participate in activities related to special events celebrated in the target culture(s) and make comparisons with the U.S.

I-L 3: No appropriate cumulative progress indicator identified at this level.

P-A 3: No appropriate cumulative progress indicator identified at this level.

Documents

GOVERNOR LIVINGSTON HIGH SCHOOL ......GOVERNOR LIVINGSTON HIGH SCHOOL INTERDEPARTMENTAL/WORLD LANGUAGE AMERICAN SIGN LANGAUGE 2 #WLY1014 Curriculum Guide September 2009 Mrs. Judith