ASL level 2 Curriculum Notebook.docx

American Sign Language Level 2 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 9
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 10
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 11
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 12
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Certification Assessment ....................................................................................................................... Page 13 Ethics ..................................................................................................................................................... Page 15
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 17 MTSS...................................................................................................................................................... Page 19
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 21
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 25
Glossary
Terms and acronyms used in this document ........................................................................................ Page 26
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American Sign Language – level 2 Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Receptive Proficiency
Standard 1 The student will be able to recognize and locate objects around the house and location of non-present items.
1.01 Recognize numbers 101-109 and numbers counting by hundreds.
1.02 Recognize locative classifiers.
1.03 Recognize semantic classifiers.
1.04 Recognize location of items present and non-present. 1.05 Recognize a floor plan.
1.06 Recognize confirming and correcting information.
Standard 2 The student will be able to recognize and understand complaints, suggestions and requests.
2.01 Recognize recurring and continuous inflected verbs.
2.02 Recognize health problems and suggestions.
2.03 Recognize time signs.
2.04 Recognize conditional sentences. 2.05 Recognize complaints about others.
Standard 3 The student will be able to recognize and understand the exchange of personal information: life events, nationalities and family backgrounds.
3.01Recognize the sequence of when clauses.
3.02 Recognize unexpected changes in life events.
3.03 Recognize various ethnic backgrounds of families including countries and
continents.
3.04 Recognize narratives of why families move and family histories.
3.05 Recognize possessive forms of nouns.
3.06 Recognize the numbers 110-119, dates and addresses.
3.07 Recognize the exchange of personal information.
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Standard 4 The student will be able to recognize and understand descriptions and identifications of objects and food..
4.01 Recognize shapes, patterns and textures.
4.02 Recognize instrumental classifiers.
4.03 Recognize topic-comment structure.
4.04 Recognize non-manual markers related to descriptions. 4.05 Recognize how something works and how it is made. 4.06 Recognize the signer’s perspective.
4.07 Recognize money signs.
Standard 5 The student will be able to recognize and understand seasonal tasks and activities.
5.01 Recognize temporal sequencing.
5.02 Recognize time signs with durative aspects.
5.03 Recognize feelings and opinions about activities.
5.04 Recognize feelings and opinions about disrupted plans and disasters.
Expressive Proficiency
The student will be able describe a floor plan.
1.01 Use reference points making locations.
1.02 Demonstrate signer’s perspective.
1.03 Use varying non-manual markers appropriately.
(varying and appropriate facial expressions). 1.04 Produce signs in correct ASL word order. 1.05 Produce signs correctly.
The student will be able to describe locations of items around the
house.
2.01 Describe furniture in a room.
2.02 Describe location of furniture using appropriate classifiers. 2.03 Describe the locations of household items within a room. 2.04 Use varying non-manual markers appropriately.
2.05 Produce signs in correct ASL word order.
2.06 Produce signs correctly.
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The student will be able to describe ailments and make suggestions.
3.01 Demonstrate “ailment” signs.
3.02 Describe the degrees of severity of the ailment and its location.
3.03 Describe the timeline of the ailment (uninflected, recurring, continuous). 3.04 Make suggestions about health improvements.
3.05 Use varying non-manual markers appropriately.
3.06 Produce signs in correct ASL word order.
3.07 Produce signs correctly.3.07 Recognize the exchange of personal information.
The student will be able to complain about others and make suggestions.
4.01 Make several complaints about others.
(pets, children, roommates/spouse, and neighbors). 4.02 Empathize and make suggestion.
4.03 Use varying non-manual markers appropriately. 4.04 Produce signs in correct ASL word order.
4.05 Produce signs correctly.
The student will be able to make a request and negotiate an agreement.
5.01 State the reason for their request.
5.02 Ask a favor involving a third person.
5.03 Demonstrate negotiation skills by declining a request and suggesting another solution.
5.04 Sign specific clock numbers correctly. (i.e. 10:47, 6:25, etc.). 5.05 Use varying non-manual markers appropriately.
5.06 Produce signs in correct ASL word order.
5.07 Produce signs correctly.
The student will be able to ask for permission to borrow something.
6.01 Ask permission to borrow something.
6.02 Demonstrate use of appropriate registers according to formality
(i.e. “permit me” or “not-mind”).
6.03 Agree with a condition or decline and tell why. 6.04 Use varying non-manual markers appropriately. 6.05 Produce signs in correct ASL word order.
6.06 Produce signs correctly.
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The student will be able to describe life events using various transitions.
7.01 Use pauses.
7.02 Use when clauses (age, year, previous event). 7.03 Use time signs (i.e., later).
7.04 Describe an unexpected change.
7.05 Use varying non-manual markers appropriately. 7.06 Produce signs in correct ASL word order.
7.07 Produce signs correctly.
The student will be able to describe nationalities and family backgrounds.
8.01 Use a variety of country signs.
8.02 Describe their family nationality using contrastive structure. 8.03 Describe reasons for immigration including specific years.
8.04 Use varying non-manual markers appropriately. 8.05 Produce signs in correct ASL word order.
8.06 Produce signs correctly.
The student will be able to describe objects by how they look, how they work, and how much they cost.
9.01 Describe objects using correct descriptive classifiers.
9.02 Describe objects using correct instrument classifiers.
9.03 Describe textures and/or patterns of objects.
9.04 Appropriately describe symmetrical and/or asymmetrical objects. 9.05 Describe objects from the correct perspective.
(Front, neutral, rear, sitting, on your body). 9.06 Tell the cost of items up to $100.00.
9.07 Use varying non-manual markers appropriately 9.08 Produce signs in correct ASL word order.
9.09 Produce signs correctly.
The student will be able to describe food by how it is made.
10.1 Correctly name the ingredients in a recipe.
10.02 Describe how food is made in the correct order. 10.03 Tell his/her opinion of foods.
10.04 Use varying non-manual markers appropriately. 10.05 Produce signs in correct ASL word order.
10.06 Produce signs correctly.
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The student will be able to describe a variety of activities they do each season.
11.01 For one season, discuss tasks they do and their feelings when done.
11.02 For one season, discuss places they go or a trip they have taken and their
opinion about it.
11.03 Describe the itinerary of activities for a weekend
11.04 Use varying non-manual markers appropriately.
11.05 Produce signs in correct ASL word order.
11.06 Produce signs correctly.
The student will be able to describe different ways their plans have
been disrupted.
12.01 Describe how weekend plans are disrupted (i.e. weather, health problems, house problems, car problems, personal reasons, or job-related reasons).
12.02 Describe how they feel when plans are disrupted. (i.e. demonstrate the degree of their feelings).
12.03 Use varying non-manual markers appropriately.
12.04 Produce signs in correct ASL word order.
12.05 Produce signs correctly.
The student will be able to recommend and describe places to visit.
13.01 Recommend a place to visit.
13.02 Describe the cost, location, and what to do or see there. 13.03 Give their opinion of the recommended place.
13.04 Use varying non-manual markers appropriately.
13.05 Produce signs in correct ASL word order.
13.06 Produce signs correctly.
Deaf Culture Proficiency
1. ThestudentwillidentifyeverydayexperiencesofDeafpeople:
2. ThestudentwilldescribetheculturalimportanceofDeafjokes,legends
and stories:
3. ThestudentwillexplainthehistoryofDeaftechnologicaldevices:
4. Thestudentwillrecognizedifferentsignacytechniques:
5. ThestudentwillidentifyanddescribeimportanteventsandpeopleinDeaf
Education history:
6. The student will examine trends in Deaf Education:
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Strand
AA#.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Strand
AA#.2 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Course
Core Standards
Text
Term 1
Term 2
Term 3
Term 4
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Certification Assessment Receptive Proficiency
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
10 Questions 20% 10 Questions 20% 10 Questions 20% 10 Questions 20% 10 Questions 20%
Expressive Proficiency, the student is able to:
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 Standard 10 Standard 11 Standard 12 Standard 13
describe a floor plan
describe locations of items around the house describe ailments and make suggestions complain about others and make suggestions make a request and negotiate an agreement
ask for permission to borrow something describe life events using various transitions describe nationalities and family backgrounds describe objects by look, function, and cost describe food and how it is made
describe a variety of activities by season describe different ways their plans are disrupted recommend and describe places to visit
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Deaf Culture Proficiency
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6
5 Questions 10% 5 Questions 10% 12 Questions 25% 7 Questions 15% 13 Questions 25% 8 Questions 15%
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Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
MTSS
Multi-Tiered Systems of Support is an approach to academic and
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Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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