Grade 1

Viewing Standards for Literature

Viewing Standards for Informational Text

Viewing Standards for Foundational Skills

Standards for Published Signing

Discourse and Presentation Standards

Language Standards

Fingerspelling and Fingerreading Standards

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Viewing and Level of Text Complexity

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Viewing and Level of Text Complexity

Sign Concepts

Phonological Awareness

Morphological Awareness

Fluency

Text Types and Purposes

Production and Distribution of Published Signing

Research to Build and Present Knowledge

Range of Signing

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Structure of American Sign Language

Knowledge of Language

Vocabulary Acquisition and Use

Key Ideas

Initialized and Lexicalized Forms

Vocabulary Acquisition and Use

Ask and answer questions about key details in a text.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify fingerspelled words, signs, and phrases, in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between text that tells stories and text that gives information, drawing on a wide viewing of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

(Not applicable to literature.)

Compare and contrast the adventures and experiences of characters in stories.

With prompting and support, view prose and poetry of appropriate complexity for grade 1.

Ask and answer questions about key details in a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of fingerspelled words, signs, and phrases in a text.

Know and use various text features (e.g., visual transition effects) and text structures (e.g., sequence and transition phrases) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the fingerspelled signs and signs in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, view informational texts appropriately complex for grade 1.

Demonstrate understanding of the organization and basic features of sign.

Use the distinguishing features of a sentence (e.g., eye gaze, movement in starting a sign, body tilt, ending movement or hold).

Demonstrate understanding of signs and parameters (phonemes).

Know and apply grade-level sign analysis skills in decoding signs.

View and sign on-level texts with sufficient accuracy and fluency to support comprehension.

Sign opinion pieces in which they introduce the topic or name the text they are signing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Sign informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Sign narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal signs to signal event order, and provide some sense of closure.

(Begins in grade 2.)

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen signing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish signing, including in collaboration with peers.

Participate in shared research and signing projects (e.g., explore a number of “how-to” resources on a given topic and use them to sign a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4.)

With guidance and support, sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Ask and answer questions about key details in storytelling or storysigning or information signed or through other media.

Ask and answer questions about what a signer says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations)

Demonstrate command of the structure of standard ASL grammar and usage when signing (live and published).

(Begins in grade 2.)

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, and phrases based on grade 1 viewing and content, choosing flexibly from an array of strategies.

With guidance and support from adults, demonstrate understanding of sign relationships and nuances in sign meanings.

Use signs and phrases acquired through conversations, signing and being signed to, and responding to texts, including using frequently occurring conjunctions and determiners to signal simple relationships (e.g., DET-the, CL: 3-LIST).

Demonstrate understanding of ways fingerspelled signs are formed and their uses.

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

Use common high-frequency lexicalized fingerspelling (e.g., #WHEN, #WHAT, #BUS).

Know and apply grade-level parameters and sign analysis skills in decoding signs both in isolation and in context.

Recognize that signs are separated by movement and hold patterns.

Distinguish the five parameters.

Distinguish between handshapes and the manual alphabet.

Isolate a single parameter while modifying other parameters.

Segment signed words into their complete set of parameters.

Produce phonological groupings (sign families and patterns, e.g. positions of power at shoulder area: BOSS, CAPTAIN, COLONEL; feelings at chest area: HAPPY, ANGRY, THRILLED).

Demonstrate correct principles of numbering systems (i.e., cardinal numbers and ordinal numbers).

Decode meaning of signs using phonological awareness (e.g., PRINCE, KING).

Recognize the derivational changes in structure of signs that influence their meanings (e.g., noun and verb pairs, affixes, and sequences).

Recognize the inflective changes in structure of signs that influence their meanings (e.g., comparatives, superlatives, plurality, temporal verbs: SIT-FOR-A-LONG-TIME, changes in subject and object: GIVE –BOOK, GIVE-CUP).

Recognize that movements and hold patterns change the meaning of a verb.

Recognize directionality changes in the meaning of a verb.

Use classifiers to show location of one object or person in relation to others (e.g., referents and prepositions).

Recognize the inflective changes in classifiers that influence their meanings (e.g., CL: 3-bumpy road).

Decode non-manual markers of new signs to determine their meanings (e.g., using BPCL: 2 and expression of exhaustion to decode EXHAUSTED).

View on-level text with purpose and understanding.

View on-level text with accuracy, appropriate rate, and expression on successive viewings for both published and live texts.

Use context to confirm or self-correct sign recognition and understanding, re-viewing as necessary.

Follow agreed-upon rules for discussions (e.g., taking turns signing about the topics and texts under discussion).

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up confusion about the topics and videos under discussion.

Produce and respond appropriately to attention-getting strategies.

Raise hands into signing frame space.

Use frequently occurring conjunctions (e.g., KNOW, MOVEON, THAT; head nods, eye gazes).

Understand how referents can be used to indicate determiners, pronouns, conjunctions (e.g., indexing on nondominant hand).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Use common, proper, and possessive nouns. (e.g., name signs, open palm to demonstrate possessiveness).

Use temporal signs to convey a sense of past, present, and future (e.g., YESTERDAY I EAT, EAT I nms-NOT-YET).

Use frequently occurring descriptive classifiers and other adjectives (e.g., DCL, ECL, SCL, ICL, BCL).

Produce simple sentences with indicating verbs using eye gaze and locative signs.

Use frequently occurring conjunctions (e.g., PLUS, OTHER, THAT, list form, head nod).

Use numerical incorporation.

Use the manipulation of non-manual markers in topicalization.

Expand and rearrange sentences from a range of sentence types.

Use sentence-level context as clue to identify the meaning of unknown signs, fingerspelled words, and phrases.

Determine the meaning of the new sign formed when a known prefix is added to a known sign (e.g., HAPPY/NOTHAPPY, TELL/AGAIN-TELL).

Identify frequently occurring sign families and their inflectional forms (e.g., large circular motion: long duration, brain area: DREAM, THINK, PONDER).

Use knowledge of the meaning of individual signs to predict the meaning of compound signs (e.g., BIRDHOUSE, BOOKSHELF, DINING-ROOM)

Determine meanings of signs based on similar features (e.g., nose/beaks: DUCK, BIRD, EAGLE, PARROT).

Demonstrate understanding of sign families by relating them to one another based on commonalities in parameters (e.g., CHAIRPERSON, BOSS, CHIEF or HAPPY, INSPIRED, EXCITED, DEPRESSED)

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) (e.g., want/don’t want, like/don’t like).

Identify real-life connections between signs and their use.

Distinguish shades of meaning through non-manual markers (e.g., WORK-LONG-TIME nmm: teeth vs. WORKLONG-TIME nmm: pursed lips).

With teacher scaffolding, understand and use figurative language versus literal language using metaphors, similes, and analogies (e.g., EAT-YOUR-WORDS, EYES-POP-OUT).

Use knowledge that every word spelled consecutively is separated by a brief hold.

Understand the role of fingerspelling in ASL and the multiple uses of fingerspelling (e.g., emphasis #NO! and translation “bus” into B-U-S or #BUS).

Compare and contrast “families” of ASL signs that share the same ASL handshape configuration as opposed to initialized signs (e.g., HS F: CAT, STICK, BUTTON, and HAIR vs. FAMILY, FOREIGN, FURNITURE).

Fingerspell untaught words drawing on phonemic awareness and conventions.

Decode fingerspelled words in context of other parameters (e.g., NMS: #WHAT-q).

Decode regularly fingerspelled letter combinations (e.g., wh, th, ph).