Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3.1.1.3

Depth 2

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.1.2.1

Depth 2

Determine the meaning of fingerspelled words, signs, and phrases as they are used in a text, distinguishing literal from nonliteral language.

3.1.2.2

Depth 2

Refer to parts of stories, dramas, and poems when signing about a text, using terms such as first part, beginning, chapter, scene, and stanza; describe how each successive part builds on earlier sections.

3.1.2.3

Depth 2

Distinguish their own point of view from that of the narrator or those of the characters.

3.1.3.1

Depth 2

Explain how specific aspects of a text’s illustrations or visual backgrounds contribute to what is conveyed by the signs in a story (e.g., create mood, emphasize aspects of a character or setting).

3.1.3.2

Depth 2

(Not applicable to literature.)

3.1.3.3

Depth 2

Compare and contrast the themes, settings, and plots of stories created by the same author about the same or similar characters (e.g., in videos from a series).

3.1.4.1

Depth 2

By the end of the year, view and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

3.2.1.1

Depth 2

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.1.2

Depth 2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.2.1.3

Depth 2

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3.2.2.1

Depth 2

Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 3 topic or subject area.

3.2.2.2

Depth 2

Use text features and search tools (e.g., playback buttons, timestamps) to locate information relevant to a given topic efficiently.

3.2.2.3

Depth 2

Distinguish their own point of view from that of the author of a text.

3.2.3.1

Depth 2

Use information gained from illustrations (e.g., maps, photographs) and the signs in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.2.3.2

Depth 2

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/ second/third in a sequence).

3.2.3.3

Depth 2

Compare and contrast the most important points and key details presented in two texts on the same topic.

3.2.4.1

Depth 2

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

3.3.3.1

Depth 2

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

3.3.4.1

Depth 2

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

3.4.1.1

Depth 2

Sign opinion pieces on topics or texts, supporting a point of view with reasons.

3.4.1.2

Depth 2

Sign informative/explanatory texts to examine a topic and convey ideas and information clearly.

3.4.1.3

Depth 2

Sign narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

3.4.2.1

Depth 2

With guidance and support from adults, produce clear and coherent 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.)

3.4.2.2

Depth 2

With guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, and editing. (Editing for structure should demonstrate command of Language standards 1-3 up to and including grade 3.)

3.4.2.3

Depth 2

With guidance and support from adults, use technology to produce and publish signing (using editing skills) as well as to interact and collaborate with others.

3.4.3.1

Depth 2

Conduct short research projects that build knowledge about a topic.

3.4.3.2

Depth 2

Recall information from experiences or gather information from published texts and other digital sources; take brief notes on sources and sort evidence into provided categories.

3.4.3.3

Depth 2

(Begins in grade 4.)

3.4.4.1

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.

3.5.1.1

Depth 2

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

3.5.1.2

Depth 2

Determine the main ideas and supporting details of a storytelling or storysigning or information signed or through diverse media and formats, including quantitatively and visually.

3.5.1.3

Depth 2

Ask and answer questions about information from a signer, offering appropriate elaboration and detail.

3.5.2.1

Depth 2

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, signing clearly at an understandable pace.

3.5.2.2

Depth 2

Create engaging stories or poems that demonstrate fluid signing at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

3.5.2.3

Depth 2

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

3.6.1.1

Depth 2

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

3.6.2.1

Depth 2

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

3.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning sign, fingerspelled words, and phrases based on grade 3 signing and content, choosing flexibly from a range of strategies.

3.6.3.2

Depth 2

Demonstrate understanding of sign relationships and nuances in sign meanings.

3.6.3.3

Depth 2

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific signs and phrases, including those that signal spatial and temporal relationships (e.g., JUST-NOW CAR ALMOST HIT BIKE, LUCKY CL: 3 BIKESTOP-QUICK).

3.7.1.1

Depth 2

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

3.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

3.7.2.1.b

Depth 2

Use fingerspelling for abbreviations (e.g., #REF, #VP, #E-MAIL, #APT).

3.7.3.1

Depth 2

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

3.3.3.1.a

Depth 3

Use combined knowledge of all parameters and morphology (e.g., roots, affixes, and depictions) to accurately decode unfamiliar signs and phrases in context and out of context.

3.3.4.1.a

Depth 3

View on-level text with purpose and understanding.

3.3.4.1.b

Depth 3

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

3.3.4.1.c

Depth 3

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

3.4.1.1.a

Depth 3

Introduce the topic or text they are signing about, state an opinion, and create an organizational structure that lists reasons.

3.4.1.1.b

Depth 3

Provide reasons that support the opinion.

3.4.1.1.c

Depth 3

Use linking signs and phrases (e.g., CL: 3-LIST, FOR-FOR-Q, spatial referents) to connect opinion and reasons.

3.4.1.1.d

Depth 3

Provide a concluding statement or section.

3.4.1.2.a

Depth 3

Introduce a topic and group-related information together; include illustrations and other images when useful to aiding comprehension.

3.4.1.2.b

Depth 3

Develop the topic with facts, definitions, and details.

3.4.1.2.c

Depth 3

Use linking signs (e.g., SAME, SECOND, UNDERSTAND++) to connect ideas within categories of information.

3.4.1.2.d

Depth 3

Provide a concluding statement or section.

3.4.1.3.a

Depth 3

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

3.4.1.3.b

Depth 3

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

3.4.1.3.c

Depth 3

Use temporal signs, inflections, and phrases to signal event order.

3.4.1.3.d

Depth 3

Provide a sense of closure.

3.5.1.1.a

Depth 3

Come to discussions prepared, having viewed or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

3.5.1.1.b

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).

3.5.1.1.c

Depth 3

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

3.5.1.1.d

Depth 3

Explain their own ideas and understanding in light of the discussion.

3.6.1.1.a

Depth 3

Utilize full breadth of signing frame space.

3.6.1.1.b

Depth 3

Use frequently occurring descriptive classifiers and other adjectives (e.g., BPCL, LCL, MCL).

3.6.1.1.c

Depth 3

Use frequently occurring conjunctions (e.g., PLUS, OTHER, FOR-FOR).

3.6.1.1.d

Depth 3

Use frequently occurring prepositions through depictions, eye gaze, and locative signs (e.g., VEHICLE-cl NEXT-TO HOUSE, HURT-ON-TUMMY).

3.6.1.1.e

Depth 3

Create compound sentences with indicating verbs to demonstrate sequences of events (e.g., THEY-GAVE-US-IGIVE- HER).

3.6.1.1.f

Depth 3

Produce compound sentences using negations or as conditionals.

3.6.1.1.g

Depth 3

Can produce, evaluate, and ensure subject-verb- object agreement.

3.6.2.1.a

Depth 3

Choose fingerspelling, signs, and phrases for effect.

3.6.2.1.b

Depth 3

Recognize and observe differences between the structure of live and published American Sign Language.

3.6.3.1.a

Depth 3

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

3.6.3.1.b

Depth 3

Determine the meaning of the new sign formed when a known non-manual affix is added to a known sign (e.g., AGREE nms NOT).

3.6.3.1.c

Depth 3

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

3.6.3.2.a

Depth 3

Distinguish literal and nonliteral meanings of signs and phrases in context (e.g., READ-MIND, STUCK).

3.6.3.2.b

Depth 3

Identify real-life connections between signs and their use (e.g., describe people who are WOW-FRIENDLY, HELP-HELP).

3.6.3.2.c

Depth 3

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., KNEW, BELIEVE, SUSPECT, HS: 1 THINK, two hands HS: 1 THINK).

3.7.1.1.a

Depth 3

Apply understanding of partition and movement of fingerreading units through recognition of patterns and movement (e.g., #MEAN all in neutral movement while #HAPPY requires both neutral and lower movement as well; smooth as double-letters “PP”).

3.7.2.1.a

Depth 3

Can fingerspell words as lexical signs (e.g., #WHAT, #BACK #OK, #MOOD).

3.7.3.1.a

Depth 3

Fingerspell longer words and phrases following correct contour as new ASL and English lexicon expands.

Framework metadata

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