Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, signs, or actions).

4.1.2.1

Depth 2

Determine the meaning of signs and phrases as they are used in a text, including those that allude to significant characters found in mythology and other literature.

4.1.2.2

Depth 2

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., handshapes, numbers, patterns, rhyme, rhythm) and drama (e.g., casts of characters, settings, dialogue, descriptions, stage directions) when signing about a text.

4.1.2.3

Depth 2

Compare and contrast the point of view from which different stories are narrated, including the difference between firstand third-person narrations.

4.1.3.1

Depth 2

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

4.1.3.2

Depth 2

(Not applicable to literature.)

4.1.3.3

Depth 2

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.1.4.1

Depth 2

By the end of the year, view and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.2.1.1

Depth 2

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2.1.2

Depth 2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.2.1.3

Depth 2

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

4.2.2.1

Depth 2

Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 4 topic or subject area.

4.2.2.2

Depth 2

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.2.2.3

Depth 2

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.2.3.1

Depth 2

Interpret information presented live or published that may include quantitative or visual information (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.

4.2.3.2

Depth 2

Explain how an author uses reasons and evidence to support particular points in a text.

4.2.3.3

Depth 2

Integrate information from two texts on the same topic in order to narrate about the subject knowledgeably.

4.2.4.1

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 4-5 text complexity band, with scaffolding as needed at the high end of the range.

4.3.3.1

Depth 2

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

4.3.4.1

Depth 2

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

4.4.1.1

Depth 2

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

4.4.1.2

Depth 2

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

4.4.1.3

Depth 2

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

4.4.2.1

Depth 2

Produce clear and coherent signing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

4.4.2.2

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 4.)

4.4.2.3

Depth 2

With some guidance and support from adults, use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of two minutes of video).

4.4.3.1

Depth 2

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.4.3.2

Depth 2

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.4.3.3

Depth 2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

4.4.4.1

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.

4.5.1.1

Depth 2

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

4.5.1.2

Depth 2

Paraphrase portions of a text signed or information presented in diverse media and formats, live or published, including those with visual or quantitative information.

4.5.1.3

Depth 2

Identify the reasons and evidence a signer provides to support particular points.

4.5.2.1

Depth 2

Report on a topic or text, tell a story, or recount an experience in an organized manner using appropriate facts and relevant, descriptive details to support main ideas or themes; sign clearly at an understandable pace.

4.5.2.2

Depth 2

Add video recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.5.2.3

Depth 2

Differentiate between contexts that call for formal ASL (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal ASL when appropriate to task and situation. (See grade 4 Language standards 1)

4.6.1.1

Depth 2

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

4.6.2.1

Depth 2

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

4.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, and phrases based on grade 4 viewing and content, choosing flexibly from a range of strategies.

4.6.3.2

Depth 2

Demonstrate understanding of figurative language, sign relationships, and nuances in sign meanings.

4.6.3.3

Depth 2

Acquire and use accurately grade-appropriate general academic and domain-specific signs, fingerspelled words, and phrases, including those that signal precise actions, emotions, or states of being (e.g., PUZZLED, STUMPED) and that are basic to a particular topic (e.g., ANIMALS, PRESERVE, and DANGER+SHRINK) when discussing animal preservation).

4.7.1.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words

4.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

4.7.3.1

Depth 2

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

4.3.3.1.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.

4.3.4.1.a

Depth 3

View on-level text with purpose and understanding.

4.3.4.1.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.

4.3.4.1.c

Depth 3

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

4.4.1.1.a

Depth 3

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the signer’s purpose.

4.4.1.1.b

Depth 3

Provide reasons that are supported by facts and details.

4.4.1.1.c

Depth 3

Link opinion and reasons using signs and phrases (e.g., FOR EXAMPLE, RH-Q HOW, ALSO, IDEA-SAME, ADD).

4.4.1.1.d

Depth 3

Provide a concluding statement or section related to the opinion presented.

4.4.1.2.a

Depth 3

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., video transitions), illustrations, and multimedia when useful to aiding comprehension.

4.4.1.2.b

Depth 3

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.4.1.2.c

Depth 3

Link ideas within categories of information using signs and phrases (e.g., OTHER, ALSO, RH-Q WHY, list referents).

4.4.1.2.d

Depth 3

Use precise language and domain-specific vocabulary to inform about or explain the topic.

4.4.1.2.e

Depth 3

Provide a concluding statement or section related to the information or explanation presented.

4.4.1.3.a

Depth 3

Orient the viewer by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

4.4.1.3.b

Depth 3

Use dialogue (role-shifting) and description to develop experiences and events or show the responses of characters to situations.

4.4.1.3.c

Depth 3

Use a variety of transitional signs and phrases to manage the sequence of events.

4.4.1.3.d

Depth 3

Use concrete signs and phrases and sensory details to convey experiences and events precisely.

4.4.1.3.e

Depth 3

Provide a conclusion that follows from the narrated experiences or events.a narrator and/or characters; organize an event sequence that unfolds naturally.

4.4.3.3.a

Depth 3

Apply grade 4 Viewing standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, signs, or actions].”).

4.4.3.3.b

Depth 3

Apply grade 4 Viewing standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text.”).

4.5.1.1.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.

4.5.1.1.b

Depth 3

Follow agreed-upon rules for discussions and carry out assigned roles.

4.5.1.1.c

Depth 3

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4.5.1.1.d

Depth 3

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.6.2.1.a

Depth 3

Choose signs and phrases to convey ideas precisely.

4.6.2.1.b

Depth 3

Choose non-manual markers, fingerspelling, and sign choice for effect.

4.6.2.1.c

Depth 3

Differentiate between contexts that call for formal ASL (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

4.6.3.1.a

Depth 3

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a sign, fingerspelled word, or phrase.

4.6.3.1.b

Depth 3

Use common, grade-appropriate prefixes, suffixes, non-manual markers, and iconicity of signs as clues to the meaning of a sign (e.g., NMS: head shaking no, root LSF sign TO-LOOK comes from “chercher” in French, CAT/WHISKERS).

4.6.3.1.c

Depth 3

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the production of and determine or clarify the precise meaning of key signs and phrases.

4.6.3.2.a

Depth 3

Explain the meaning of simple similes and metaphors (e.g., BRAIN+CRACK, MIND+BLOW) in context.

4.6.3.2.b

Depth 3

Demonstrate understanding of signs by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) (e.g., IMPROVE/DECLINE; INCREASE/DECREASE).

4.6.3.2.c

Depth 3

Demonstrate understanding of signs by relating them to their sign families based on sign locations, handshapes, etc. (e.g., index finger signs often mean line of thought [WONDER, THOUGHT+DISAPPEAR]; middle finger signs often mean feelings [PITY, SYMPATHY, EXCITE]).

4.7.1.1.a

Depth 3

Use fingerspelling to highlight a word in presentation or discourse for emphasis.

4.7.1.1.b

Depth 3

Understand that words are fingerspelled when there are no sign equivalents (e.g., proper nouns, technology terms, vegetables).

4.7.1.1.c

Depth 3

Use fingerspelling to highlight titles of works (e.g., fs-S-NO-W fs-W-H-I-T-E; Valli’s fs-D-A-N-D-E-L-I-O-N-S).

4.7.1.1.d

Depth 3

Recognize that fingerspelling can use space to establish referents and/or to clarify meaning.

4.7.2.1.a

Depth 3

Connect initialized forms and alphabet letters to their equivalent in English (e.g., B-T on chest = Board of Trustees).

4.7.3.1.a

Depth 3

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

4.7.3.1.b

Depth 3

Use chaining strategy when introducing new vocabulary words and signs (e.g., signs a word–WISE, fingerspells fs-W-IS-E, signs WISE).

Framework metadata

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