ASL 1 Final exam Spring 2020

1

List, name, identify, and enumerate.

1

Interpret written, spoken, or signed (ASL) language.

1

Interpret written, spoken, or signed (ASL) language.

1

Students address concrete and factual topics related to the immediate and external environment, including:<ol type="a"><li>Social norms</li><li>Historical and cultural figures, stereotypes</li><li>Animals and their habitats</li><li>Community issues, current events</li><li>Origins of rites of passage, social and regional customs</li><li>Environmental concerns</li><li>Media, Internet, television, radio, film</li><li>Cultural, historical, and geographic aspects of travel</li><li>Curricular and extracurricular subjects</li><li>Significant historical events</li><li>Careers and future plans</li><li>Nutrition, fitness, and health</li><li>Geographically and culturally appropriate clothing</li><li>Cultural differences in health care</li><li>Effects of technology on the modern world</li></ol>

1

Identify learned words, signs (ASL), and phrases in authentic texts.

1

Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.

1

Interpret written, spoken, or signed (ASL) language.

1

List, name, identify, and enumerate.

1

Interpret written, spoken, or signed (ASL) language.

1

Interpret written, spoken, or signed (ASL) language.

1

Identify learned words, signs (ASL), and phrases in authentic texts.

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

2

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Interpret written, spoken, or signed (ASL) language.

1

Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.

1

Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Interpret written, spoken, or signed (ASL) language.

1

Interpret written, spoken, or signed (ASL) language.

1

Interpret written, spoken, or signed (ASL) language.

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Students address topics related to self and the immediate environment, including:<ol type="a"><li>Social relationships</li><li>People in the community</li><li>Zoo and farm animals, fables</li><li>Care of the home, interacting with people in the community</li><li>Holiday customs and transition points in life</li><li>Climate</li><li>Cultural and leisure-time activities, outdoor, recreational activities, music</li><li>Transportation, lodging, itineraries, geographic features and landmarks</li><li>Curricular and extracurricular interests and events</li><li>Significant historical figures</li><li>Professions and the working world</li><li>Cuisine and recipes</li><li>Clothing and fashion</li><li>Health, medical care</li><li>Technological advances and innovation</li></ol>

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Identify learned words, signs (ASL), and phrases in authentic texts.

1

2

The video is for # 37 and #38.
Missy lives nearby 3 places, what are they? Type your answers.

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

Identify learned words, signs (ASL), and phrases in authentic texts.

1

Interpret written, spoken, or signed (ASL) language.

1

Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.

Interpret written, spoken, or signed (ASL) language.

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

1

11

Interpret written, spoken, or signed (ASL) language.

Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

1

Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.

1

Identify learned words, signs (ASL), and phrases in authentic texts.

1

Identify learned words, signs (ASL), and phrases in authentic texts.

Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know.

1

Students address discrete elements of daily life, including: <ol type="a"><li>Greetings and introductions</li> <li>Family and friends</li> <li>Pets</li> <li>Home and neighborhood</li> <li>Celebrations, holidays, and rites of passage</li> <li>Calendar, seasons, and weather</li> <li>Leisure, hobbies and activities, songs, toys and games, sports</li> <li>Vacations and travel, maps, destinations, and geography</li> <li>School, classroom, schedules, subjects, numbers, time, directions</li> <li>Important dates in the target culture</li> <li>Jobs</li> <li>Food, meals, restaurants</li> <li>Shopping, clothes, colors, and sizes</li> <li>Parts of the body, illness</li> <li>Technology</li> </ol>

2

1

Recognize similarities and differences in the target cultures and between students' own cultures.

4

Demonstrate culturally appropriate use of products, practices, and perspectives to others.

1

Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.

1

Recognize similarities and differences in the target cultures and between students' own cultures.

10

Draggable item		Corresponding Item

Students address concrete and factual topics related to the immediate and external environment, including:<ol type="a"><li>Social norms</li><li>Historical and cultural figures, stereotypes</li><li>Animals and their habitats</li><li>Community issues, current events</li><li>Origins of rites of passage, social and regional customs</li><li>Environmental concerns</li><li>Media, Internet, television, radio, film</li><li>Cultural, historical, and geographic aspects of travel</li><li>Curricular and extracurricular subjects</li><li>Significant historical events</li><li>Careers and future plans</li><li>Nutrition, fitness, and health</li><li>Geographically and culturally appropriate clothing</li><li>Cultural differences in health care</li><li>Effects of technology on the modern world</li></ol>

5

Type a short paragraph explaining what you took away from ASL 1 class. Tips to consider: On the first day of class, I am sure you had no idea what you were getting yourself into and it has been 10 months of learning with your classmates and with materials I gave you to understand Deaf culture, Deaf individuals, and the language.

We used SeeSaw, GoReact, small group work with peers in our classroom, a presentation of your Family Tree, Storytelling (4 stories), and tv shows/Deaf Guest visited us.
Share your journey.

What were two things you enjoyed the most about language learning and what was one challenging part you had and in what ways could you have done better to overcome those challenges.
What are you proud of after completing ASL 1 class.
(Free +5 points)

Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.

Explain the changes in perspectives when cultures come in contact.

ASL 1 Final exam Spring 2020

The video is for # 37 and #38.
Missy lives nearby 3 places, what are they? Type your answers.

Missy signs items that fits in which category below?

What does Missy sign?

What does Missy sign?

What name was fingerspelled?

What does Missy sign?

Missy signs two numbers, are they the same or different?

What does Missy sign?

What does Missy sign?

What command was signed?

What does Missy sign?

What did Missy sign?

How old was Missy?

What is the answer the Missy's math problem?

What is the answer to Missy's Math problem?

Narrative: What questions does Missy ask you? (Check all that apply, more than one answer)

Missy signs:

Missy signs:

Missy signs:

Missy signs what type of question:

What does Missy remember?

What activities did you recognize Missy signing:

Missy signs:

How difficult is it?

What does Missy signs:

What does Missy's parents do (occupation)?

Missy signs:

Missy signed what pets she has in order. Pick which one matches what she signs in the correct order.

What did Missy need and where did she go?

Where does Missy need to go?

Which category matches the concept of what Missy is signing?

What does Missy sign?

Oak Park is near what?

What type of home does Missy live in?

What type of question/statement did Missy ask?

Does Missy live alone?

The video is for # 37 and #38.
Missy lives nearby 3 places, what are they? Type your answers.

ASL 1 Final exam Spring 2020

ASL 1 Final exam Spring 2020

The video is for # 37 and #38. Missy lives nearby 3 places, what are they? Type your answers.

Missy signs items that fits in which category below?

What does Missy sign?

What does Missy sign?

What name was fingerspelled?

What does Missy sign?

Missy signs two numbers, are they the same or different?

What does Missy sign?

What does Missy sign?

What command was signed?

What does Missy sign?

What did Missy sign?

How old was Missy?

What is the answer the Missy's math problem?

What is the answer to Missy's Math problem?

Narrative: What questions does Missy ask you? (Check all that apply, more than one answer)

Missy signs:

Missy signs:

Missy signs:

Missy signs what type of question:

What does Missy remember?

What activities did you recognize Missy signing:

Missy signs:

How difficult is it?

What does Missy signs:

What does Missy's parents do (occupation)?

Missy signs:

Missy signed what pets she has in order. Pick which one matches what she signs in the correct order.

What did Missy need and where did she go?

Where does Missy need to go?

Which category matches the concept of what Missy is signing?

What does Missy sign?

Oak Park is near what?

What type of home does Missy live in?

What type of question/statement did Missy ask?

Does Missy live alone?

The video is for # 37 and #38. Missy lives nearby 3 places, what are they? Type your answers.

The video is for # 37 and #38.
Missy lives nearby 3 places, what are they? Type your answers.

The video is for # 37 and #38.
Missy lives nearby 3 places, what are they? Type your answers.