Describe how fingerspelling words, signs, and phrases (e.g., patterned handshapes and/or signs, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

2.1.2.2

Depth 2

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2.1.2.3

Depth 2

Acknowledge differences in the points of view of characters, including by signing in a different style for each character when signing dialogue (e.g., role shifting, eye gaze).

2.1.3.1

Depth 2

Use information gained from the illustrations and signs in text to demonstrate understanding of its characters, setting, or plot.

2.1.3.2

Depth 2

(Not applicable to literature.)

2.1.3.3

Depth 2

Compare and contrast two or more versions of the same story (e.g., Eyeth) by different authors and/or signers or from different cultures.

2.1.4.1

Depth 2

By the end of the year, view and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.2.1.1

Depth 2

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.2.1.2

Depth 2

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2.2.1.3

Depth 2

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

2.2.2.1

Depth 2

Determine the meaning of fingerspelled words, signs, and phrases in a text relevant to a grade 2 topic or subject area.

2.2.2.2

Depth 2

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 efficiently.

2.2.2.3

Depth 2

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

2.2.3.1

Depth 2

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

2.2.3.2

Depth 2

Describe how reasons support specific points the author makes in a text.

2.2.3.3

Depth 2

Compare and contrast the most important points presented by two texts on the same topic.

2.2.4.1

Depth 2

By the end of the year, view and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.3.3.1

Depth 2

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

2.3.4.1

Depth 2

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

2.4.1.1

Depth 2

Sign opinion pieces in which they introduce the topic or name the text they are signing about, state an opinion, supply reasons for the opinion, use linking signs (e.g., transitional signs: PLUS, WHY-Q) to connect opinion and reasons, and provide a concluding statement or section.

2.4.1.2

Depth 2

Sign informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

2.4.1.3

Depth 2

Sign narratives in which they recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal signs, inflections, and phrases to signal event order, and provide a sense of closure.

2.4.2.1

Depth 2

With guidance and support from adults, produce signing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

2.4.2.2

Depth 2

With guidance and support from adults and peers, focus on a topic and strengthen signing as needed by revising and editing.

2.4.2.3

Depth 2

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

2.4.3.1

Depth 2

Participate in shared research and signing projects (e.g., view a number of texts on a single topic to produce a report; record science observations).

2.4.3.2

Depth 2

Recall information from experiences or gather information from provided sources to answer a question.

2.4.3.3

Depth 2

(Begins in grade 4.)

2.4.4.1

Depth 2

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.

2.5.1.1

Depth 2

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

2.5.1.2

Depth 2

Recount or describe key ideas or details from a storytelling or storysigning or information signed or through other media.

2.5.1.3

Depth 2

Ask and answer questions about what a signer says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

2.5.2.1

Depth 2

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, signing clearly in coherent sentences.

2.5.2.2

Depth 2

Create stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

2.5.2.3

Depth 2

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations)

2.6.1.1

Depth 2

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

2.6.2.1

Depth 2

Use knowledge of language and its structure when signing and viewing (live and published).

2.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, and phrases based grade 2 viewing and content, choosing flexibly from an array of strategies.

2.6.3.2

Depth 2

Demonstrate understanding of sign relationships and nuances in sign meanings.

2.6.3.3

Depth 2

Use signs and phrases acquired through conversations, signing and being signed to, and responding to texts, including using adjectives and adverbs to describe (e.g., IF HAPPEN OTHER HAPPY, MEANS ME HAPPY).

2.7.1.1

Depth 2

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

2.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

2.7.3.1

Depth 2

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

2.3.3.1.a

Depth 3

Recognize the derivatives of blended signs inform the meaning of blended signs (e.g., KNOW+THAT = KNOWTHAT).

2.3.3.1.b

Depth 3

Recognize spatial positioning of signs inform their meanings (e.g., HOT-group vs. COLD-group and their referents).

2.3.4.1.a

Depth 3

View on-level text with purpose and understanding.

2.3.4.1.b

Depth 3

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

2.3.4.1.c

Depth 3

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

2.5.1.1.a

Depth 3

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, signing one at a time about the topics and texts under discussion).

2.5.1.1.b

Depth 3

Build on others’ talk in conversations by linking their comments to the remarks of others.

2.5.1.1.c

Depth 3

Ask for clarification and further explanation as needed about the topics and texts under discussion.

2.6.1.1.a

Depth 3

Maintain hands in signing frame space.

2.6.1.1.b

Depth 3

Use frequently occurring conjunctions (e.g., WHY-Q, WRONG, FINISH, HAPPEN).

2.6.1.1.c

Depth 3

Manipulate spatial referents when incorporating frequently occurring prepositions through classifiers, eye gaze, and locative signs (e.g., role shifting, CL: 5 BIG-HOUSE-nearby, CL:5 BIG-HOUSE-far away).

2.6.1.1.d

Depth 3

Produce simple and complex sentences with indicating verbs using plural pronouns as referents. (e.g., I-GIVE-THEM, THEY-TOLD-US).

2.6.1.1.e

Depth 3

Produce simple and complex conditional sentences.

2.6.1.1.f

Depth 3

Produce rhetorical questions.

2.6.1.1.g

Depth 3

Evaluate sentences for semantic appropriateness (e.g., DAD DANCE WITH HAMBURGER).

2.6.1.1.h

Depth 3

Create complex sentences to indicate a sequence of events and use step-by-step instructions using correct sequence markers (e.g., transition words).

2.6.2.1.a

Depth 3

Compare formal and informal uses of American Sign Language.

2.6.3.1.a

Depth 3

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

2.6.3.1.b

Depth 3

Identify new meanings for similar signs and apply them accurately (e.g., TURN-OFF TV, SWITCH-OFF-LIGHTS).

2.6.3.1.c

Depth 3

Use knowledge of the meaning of individual signs to predict the meaning of compound signs (e.g., UP-TO-YOU is a blend of THINK+YOURSELF).

2.6.3.1.d

Depth 3

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

2.6.3.2.a

Depth 3

Identify real-life connections between words and their use (e.g., describe foods that are SPICY, MUSHY).

2.6.3.2.b

Depth 3

Distinguish shades of meaning among closely related inflectional verbs (e.g., TOSS, THROW, HURL) and closely related adjectives through use of depictions and nonmanual markers (e.g., CL: 1 YOUNG-PERSON, CL: BENT 1: OLD PERSON).

2.6.3.2.c

Depth 3

With teacher guidance and support, use figurative language versus literal language using metaphors, similes, and analogies.

2.6.3.2.d

Depth 3

Manipulate phonological parameters to play on signs (e.g., SMALL-WORLD with pinky, UNDERSTAND with four fingers or pinky to show intensity).

2.7.1.1.a

Depth 3

Understand the role of fingerspelling in ASL and the multiple uses of fingerspelling (e.g., codeswitching).

2.7.1.1.b

Depth 3

Use fingerspelled words for emphasis (e.g., #FUN, #WHAT).

2.7.1.1.c

Depth 3

Engage in creative use of fingerspelling (e.g., fs F-A-L-L-I-N-G L-E-A-F).

2.7.2.1.a

Depth 3

Use common high-frequency lexicalized fingerspelling (e.g., #BANK, #CASH, #STYLE).

2.7.3.1.a

Depth 3

Fingerspell longer words and phrases following correct contour as new ASL and English lexicon expands (e.g., fs G-O-V-E-R-N-M-E-N-T, fs R-A-I-N-I-N-G fs C-A-T-S and #DOGS).

2.7.3.1.b

Depth 3

Can demonstrate skill in memorizing chunks of fingerreading units (including lexicalized fingerspelling) when translating to written English as content-appropriate (e.g., increasing length of fingerspelled word #HAT to #PLAY/ER to #REST/AU/ RANT).

Framework metadata

Source document: ASL CONTENT STANDARDS KINDERGARTEN-GRADE 12
License: CC BY 4.0 US