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Languages Other Than English (Foreign Languages), Grade 9 - 12, American Sign Language Level I, 2006

1.) Use the target language in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations.

2.) Recognize basic physical and linguistic features of the target language used in common words and phrases.

Examples:

- physical features--nonmanual grammatical signals, hand dominance, parameters, body movement;

- linguistic features--classifiers; nouns versus verbs; temporal aspect; basic sentences involving negation, questions, and comments

•  Responding to basic instructions and questions
3.) Identify main ideas and designated facts from signed narratives about familiar topics presented in the present time frame.

4.) Create brief presentations in the target language about everyday topics using familiar and newly acquired vocabulary words and phrases and correct structure in the present time frame.

Examples: short autobiographies, descriptions of daily and leisure activities

5.) Read aloud proverbs, short poems, and songs in the target language using appropriate syntax and grammar, facial expression, and body movement.

6.) Use appropriate nonverbal behavior in a variety of social situations and familiar settings.

Examples: personal space, hugging, eye contact, signals for gaining attention, nonmanual grammatical signals

7.) Identify tangible and intangible products of a target culture, including symbols and expressive art forms.

Examples:

- tangible--teletypewriter for the Deaf (TTY), videophone, signaling devices;

- intangible--ABC stories, literature, relay services

8.) Identify information common to other school subjects and the target language community, including history, the arts, physical education, and science.

Examples:

- history--settlement of Martha's Vineyard;

- arts--Douglas Tilden, National Theater for the Deaf, Henry Kisor;

- physical education--creation of the huddle, umpire signals;

- science--deaf and hard of hearing scientists and their scientific works

9.) Identify similarities and differences between signed words and phrases and their parameters, including hand shape, palm orientation, movement, location, and nonmanual grammatical signals.

10.) Compare customs of the target culture to those of other minority deaf cultures, including celebrations and traditions.

Examples:

- celebrations--Gallaudet Day and Deaf Awareness Day in the United States and "Learn to Sign Week" in England;

- traditions--greater number of residential schools in the United States, differences in sporting events, greater number of Deaf Club memberships in other countries

11.) Identify typical cultural activities and events of the target language community.

Examples: Deaf Awareness Day, sporting events, signed performances

12.) Identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting.

Examples:

- situations--need for interpreters in businesses, courts, hospitals, and performances;

- resources--print media, entertainment, technology

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