Sample from ASL Concepts Teacher’s Guide

ASL Concepts is a visual ASL curriculum for children in grades Kindergarten to 2nd grade. We focus on teaching the language along side grammar and culture. You will see culture interwoven into all the activities. The lessons are comprised of visual, hands-on, fun, and engaging activities. Visit our website, www.aslconcepts.com to see our most recent available curriculum. What is included in the ASL Concepts Curriculum? This Curriculum includes 9 Intensive Themes with 20 lessons for each theme. Each lesson includes a plan for a 30-minute class, a step-by-step teacher guide, a weekly take-home activity for the parents, a DVD with signed segments, and other supplementary materials. Themes include:

• Chicka Chicka Boom Boom • Brown Bear, Brown Bear, What Do You See? • The Very Hungry Caterpillar • Are You My Mother? • Five Little Monkeys Jumping on the Bed • Same Same but Different • My Dad is Deaf • ASL Literature • ASL Art

We’ve provided a suggested time frame for the lessons. Depending on the ages and background of your children, you can adjust the schedule, but one constant should remain-ASL should be used in class each day. National ACTFL standards recommend using the target language 90% of the time.

You will need to tailor the program depending on the grade level of your students and whether or not they are hearing or Deaf students. The lessons are written for a teacher going into a classroom without having to do extensive preparation. The lessons are ready to go. The goal is to teach ASL using children’s literature as a bridge between English and ASL, improving both languages. This creates a bilingual education approach, where the student’s language and literacy development is the focus. How long will it take to complete the ASL Concepts Beginning Curriculum? Each Intensive, taught at 30 minutes each day, should take one month. That’s a total of nine months of instruction. The ASL Concepts Curriculum also comes with additional supplementary materials for teachers to expand and develop their lessons. What is a suggested ASL Lesson Schedule? It is recommended to spend 30 minutes each day for 1 month for each Intensive. The following is a sample ASL Lesson Schedule: M: Read Story & Teach Vocabulary Tu: Teach Grammar Concept & Complete Worksheet W: Reread Story, Game & Activity Th: Teach Grammar Concept & Complete Worksheet F: Assessment & Craft

The following is a detailed Sample ASL Lesson Schedule for the Chicka Chicka Boom Boom Intensive: Week One (ABC’s & Fingerspelling Rules) M: Chicka Chicka DVD Story time & Vocabulary T: Vocabulary, ABC Review & ASL ABC Match-up Activity W: Coconut Game & Bucket of Letters Th: Fingerspelling Rules DVD & FS Name Activity F: Assessment & Craft Week Two (Playing with Signs & FS Receptive Skills) M: Chicka Chicka DVD Story time & Vocabulary Tu: Capital & lowercase Letter Match-up W: Playdough Letters & Around the World Th: Playing with Signs in ASL DVD & Playing with Signs Activity F: Assessment & Craft Week Three (Name Signs & Directionality) M: Chicka Chicka DVD Story time & Discussion Tu: Name Signs in ASL DVD & Bucket of Letters Activity W: Students Retell Chicka Chicka Story in ASL Th: Directionality DVD & Directionality Activity F: Assessment & Craft Week Four (Introductions & CL:1, CL:5) M: Read Chicka Chicka & Review Vocab Tu: Introductions in ASL & Group Introduction Activity W: Chicka Chicka Look Who’s in Our Room Activity Th: CL:1 & CL:5 DVD & Activity F: Assessment & Craft

Lesson 1: Chicka Chicka Boom Boom Introduction

Needed for class: Chicka Chicka Boom Boom Story Book Vocabulary List DVD (Chicka Chicka Story time Beginning Level Chicka Vocabulary DVD clip ABC’s DVD clip.

Note: Your main goal is to solicit interest in the story. You can choose to read the book yourself the first time or show the DVD ASL Beginning Version #1. Feel free to stop and ask questions. Allow students to interrupt. Discuss the pictures. The first time you read the book should be fun and exciting! You will reread this book several times, and each time they will increase their understanding. 1. Say hello to all the kids, then greet them in ASL. Wave hello. “ I am your ASL Teacher and I will be teaching you some new ASL vocabulary.” 2. Have the kids sit down on the floor in a circle. Teach them the ABC’s in ASL. Have them copy you. Look at certain kids, get their attention by waving at them and correct their fingers so they make the correct hand shapes. 3. Sign the ABC Song with or without music. 4. Teach students Chicka Vocabulary either on your own or use the DVD clip Vocabulary Have students copy your signs. 5.”We will read a book called Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault. What type of tree is on the cover? What is growing in the tree? “ 6. Sign/Read the story or show the DVD ASL Beginning Signed Version. (Advanced Version is for more advanced students).

7. Stop reading the story periodically to engage the students in the story by asking them questions. “Do you think all the letters will fit in the tree? Have you ever climbed a tree? What did it feel like? Have you ever fallen down? What happened when you fell? Did someone come and help you? How did they help you? What happened when the letters fell down? When their families helped them, where do you think the letters went? How do you know?” 8. When finished with the story, ask follow up questions about the story. “What is the story about? Why is it called Chicka Chicka Boom Boom? What does that word/sign mean? Is this story real? Do you think the other letters followed the letter a? Why or why not?” 9. Review the FS ABC’s and ASL Vocabulary in the Story. 10. Pass out the Weekly take-home activity for parents and encourage students to practice their ABC’s at home.

Dear Parents, This month our ASL Intensive theme is based on Bill Martin Jr. and John Archambault’s book Chicka Chicka Boom Boom. We will focus on the ABC’s and Fingerspelling Rules. Try to use the ABC’s with your child this week; this will help them learn more quickly. Don’t expect them to produce the hand shapes perfectly. Have fun with ASL and encourage your child! Suggested Activities:

♦ Practice fingerspelling each family member’s names. ♦ Write a letter on a piece a paper and see if they know the sign. ♦ Go online and find some fun fingerspelling receptive games. ♦ Try signing the ABC’s with your left hand, then right hand, then

try both hands at the same time. ♦ Ask your child which 2 letters have movement? J & Z

ABC’s

 

Lesson 2: Vocabulary, ABC Review, & Letter Match-up Needed for class: Chicka Chicka Boom Boom Power point DVD Vocabulary ASL ABC Signed Vocabulary Video Clip ABC Match-up Worksheet

Note: Your main goal is to review the vocabulary and have students practice recognizing the signed ABC’s. A supplemental activity is to have students work on the ASL ABC Writing Workbook (available for purchase separately). 1. Greet the students in ASL. “I am your ASL teacher.

Remember we are reading a book together class called Chicka Chicka Boom Boom. Do you remember what happened in the book?”

2. Show students the signed Chicka Chicka Boom Boom Vocabulary DVD clip or use the Powerpoint and have students sign with you. Call on certain students to demonstrate the sign for you. Correct their signs to make sure they are signing correctly.

3. Show the ABC Video and have students sign along. Or have

students sign the ABC’s with the ABC song. 4. Have copies of the ASL ABC Match-up worksheet for each

student. For younger students, you may want to pre-cut the ASL letter coconuts.

5. Give students the following instructions: “Do you see the ASL

lettered coconuts on this page? We are going to match them up with the ABC coconuts on this page. I want you to cut out the ASL letter coconuts and match them up with the ABC coconuts on the coconut tree. Then glue them down. Color the finished coconut tree when you are finished. Raise your hand if you need help.”

6. Monitor students as they match up the ASL letters to the ABC

letters. 7. Practice signing the ABC’s together as a class, but this time use

the hand shape of the letter, but move the hand shape as if you were writing the letter in the air. For example, sign the ASL letter A, then move it up, down, and across, as if you were writing the capital letter A. Do this for all the letters. Focus on Capital letter writing only for now.

8. “Remember to practice signing your ASL ABC’s at home with

your parents.”

ASL LETTER ASSESSMENT

Cross out the letters the student is able to produce/recognize.

A B C D E F GH I J K L M NO P Q R S T UV W X Y Z

A B C D E F GH I J K L M NO P Q R S T UV W X Y Z

RECOGNITION

PRODUCTION