Gallaudet ASL 1 Competency Matrix

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Session 

Skills

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Notes

Language

Session 1

  1. Student will introduce self, ask ASL Pal for their name.
  2. Student will introduce someone they know by showing ASL Pal a picture of person.
  3. ASL Pal and student will practice spelling and understanding “fist” letters.
    • ASL Pal will show some famous celebrities for students to spell names out.
  • Demonstrate proper form/use of Wh- question
    • Eyebrows down
    • Placement of “WHAT” at the start of signed phrase.

Language

Session 2

 
  1. Student will see signed shapes from ASL Pal and identify if they are the same or different. ASL Pal will show a drawing of each pair signed.
    • Student will draw then sign back 1-2 pairs of shapes to ASL Pal, then ask if they are the same or different.
  2. Student will see names fingerspelled from ASL Pal and identify if they are the same or different. ASL Pal will show a writing of each pair spelled.
  3. ASL Pal will sign short, simple phrases that include numbers from 1-15. Student will use a whiteboard to write the number down, show it to the ASL Pal and sign the number back.
  4. ASL Pal will show a picture of a family, student will ask for the names of different people seen in the picture by pointing them out and describing their appearance.
  • Demonstrate proper form/use of WH- question: WHO, WHICH
    • Eyebrows down
    • Placement of “WHO” at the end of signed phrase.
  • Demonstrate proper use contrastive structure
    • SAME-DIFFERENT (right-left)
 

Language

Session 3

  1. Student will have 2 drawing sessions with ASL Pal where they will take turns drawing a shape with a letter or a number inside, below or above it. They will then take turns specifying where the letter or number is by first describing the shape, then use appropriate reference points to specify locations. The student and ASL pal should take two turns doing this activity.
  2. Student will give and receive commands (Sit, Stand, Jump, Dance, Turn around and actions with various objects such as books, pencils, etc.)
 
  • Demonstrate proper use of eyebrows (up and down) when establish referent points
  • Proper use of commands (eyebrows up for identifying target, then eyebrows down when giving command)

Language

Session 4

  1. Student and ASL pal will discuss how to get another person’s attention
    • Tap on shoulder
    • Wave
  • None 

Language

Session 5

  1. Student will share personal information with ASL pal.
    • Identify deaf/hearing
    • Where learning ASL
    • Tell the name of student’s teacher
  2. Student and ASL pal will practice fingerspelling UP letters by discussing their “classmates.” Student and ASL pal should ask each other the names of their other classmates. Possible responses are:
    • Bev
    • Val
    • Drew
    • Kurt
    • Frank
    • Rob
    • Alex
    • Raul
    • Carol
    • Vicki Or any combination of names that include the UP letters (B, C, D, F, K, L, R, U, V, W, X)
  3. Student and ASL pal practice “math” with each other. They should take turns writing a math problem on a whiteboard (while not revealing it to the other person) and then signing the question and have the other person answer it. After the answer is given, the person asking the question show their whiteboard to see if the question was asked correctly and if the answer is correct. Example:
    • Student writes down “9 + 8 = 17” on their whiteboard but does not show it to the camera for the ASL pal to see it.
    • Student then asks the question “9+8” in the appropriate way as taught in instruction video
    • ASL Pal answers the question, then the student reveals the math equation to the ASL pal to see if the question was asked correctly.
    • The ASL pal then does the same thing back to the student to help practice understanding ASL.
 
  • Yes/No questions
    • Eyebrows should be up at the end of the yes/no question.
  • Affirm/negate responses when asked a yes/no question.
    • Example: Yes, I’m hearing (nodding while responding)
  • Number form and movement
    • Wh- question when asking “how much”
 
Language

Session 6

 
  1. Student will share language learning experience with ASL Pal.
    • What languages are known
    • How much is remembered
    • Languages learned in high school vs college
  2. Student and ASL pal will ask each other questions about well-being
  3. Student and ASL pal will play an Air Tic Tac Toe game with each other while drawing down each other’s moves. Both drawings are revealed to each other at the end of the game. This exercise should be repeated until both drawings are identical.
  • Tracing a grid
  • Establish reference point
  • Identify square
  • Contrastive structure (languages learned in high school vs college, remembering language 1 vs language 2)

Language

Session 7

  1. Student and ASL pal will discuss leisure activities. Student may ask ASL pal for signs of additional leisure activities that aren’t taught in instruction video or student DVD. Student should try to act out these questions as opposed to writing or simply fingerspelling them.
  2. ASL pal will draw different shapes for student to sign back to them. This is to practice the different signing types between symmetrical, asymmetrical, and linear (circular) shapes.
  3. Student will tell ASL pal about two of their friends. These two friends can be imagined. The student will need to tell the name of the two people and describe them both using contrastive structure.
    • Person 1: name                   Person 2: name
    • Gender                               Gender
    • Appearance                         Appearance
    • What do they like to do?      What do they like to do?
  • Contrastive Structure
    • Proper sequence in identifying a person
  • Signer’s perspective
    • Ensure the message is always from the signer’s perspective (especially when describing/drawing a shape)
 
 

Language

Session 8

  1. Student and ASL pal practice asking each other for signs that they might not know. ASL pal will review previous signed covered in language sessions 1-7 for ideas on how to gesture a sign for the student to answer.
  2. ASL pal will stimulate some obstacles that may block line of sight. Student will ask ASL pal whatever is necessary to ensure a clear sightline.
  • Proper use of WH- question

Language

Session 9

 
  1. Student and ASL pal will share information about where they live
    • Which area of the city
    • Near what?
    • Compass points
  2. Student and ASL pal will discuss about the type of residence they live in
    • Describe the residence
      • Type
      • Color
      • Size
      • General opinion of residence
  • Contrastive structure
  • Facial markers with distance and size
    • “mm” “cha” “oo”
  • Proper use of location marker (pointing a certain way to convey location and distance)
 
 

Language

Session 10

 
  1. ASL pal and student will practice giving commands again using different objects that are in both the student and ASL pal’s possession (pencil, cup, paper, book, etc.) ASL pal will give student command on what to do with their possessions and vice versa.
    • Put on, down, under, besides, behind, between, etc.
  2. Practice math problems in the same way as preceding sessions using the numbers 1-66. Include addition and subtraction problems.
  • Topicalization (with commands)
    • Eyebrows up when identifying item and location, then eyebrows down while giving command
  • Wh- questions with math problems (HOW MUCH)
  • Number forms with 1-66
 
 

Language

Session 11

 
  1. Student and ASL Pal will talk about their living arrangements
    • Roommates?
    • If live alone, who lived with before
    • Pets? (Current pets, dream pets)
    • Describe pets (size, color, type)
  • Yes/No questions (Do you like pets? Do you like your roommates, etc.)
    • Eyebrows up at the end of the question
  • Affirm/Negate responses (nodding/shaking head)
  • Contrastive structure
    • (Is the dog large or small? Do you have roommates or do you live alone?)
  • Proper use of DCL – describing pet (My pet (point) is a red bird.)
 
 

Language

Session 12

 
  1. Student and ASL pal will discuss how they travel to school and work.
  2. Student and ASL pal will also talk about how long it takes for them to travel. They also will discuss duration of class, work, etc.
 
  • Wh- questions
    • How many minutes? Hours?
    • How do you come here? To Work? School? How do you go home?
  • Time signs
    • 1-9 minute, 1-9 hour, 10+ minutes, 10+hours
 

Language

Session 13

  1. ASL Pal and student will play the game on p. 384-386 in the student workbook
 
 
  • Number signs 1-66
 

Language

Session 14

 
  1. Student and ASL pal will talk about their families. Are they married? Children? Future desires?
    • Significant other?
    • Children: boy or girl? Son/daughter?
    • Express desire or none
    • Discuss future
  2. Student and ASL pal will do exercise together from student workbook p. 388 (interview each other for what they have, like, want and need.
  • Contrastive structure
    • Boy or girl
    • Son or daughter
    • How many children
  • Wh-question
    • What do you have, like, want and need?
 

Language

Session 15

  1. Student and ASL pal will talk about siblings (if either doesn’t have siblings, for the sake of practice, siblings will be made up).
    • Who is the oldest?
    • Any similarities? Differences?
    • Who is close to who?
    • List siblings (1-2 siblings should have names starting with J)
  2. Ask each other questions that might result in a no or none response.
  3. Math problems for numbest between 67-99.
  • Contrastive Structure
    • Comparing siblings
  • Ranking
    • Use of “two of us” and listing using the weak hand
  • Rhetorical questions
    • Outlining similarities and differences between siblings
    • Eyebrows UP when using the wh- question to indicate rhetorical question use
 
 

Language

Session 16

 
  1. Student and ASL Pal will discuss age. Student will tell age of self and compare it with age of siblings (make up information if there are no siblings) using contrastive structure.
  2. Student and ASL Pal discuss their extended families. Student tell parents’ ranking among their siblings.
  • Possessive pronouns (YOUR, MINE, HIS/HER/THEIR)
    • Use to describe relationships
  • Ranking
    • Parents’ rank among siblings
  • Wh- question
    • How old?
  • Contrastive structure
    • Comparing age between self and another person (sibling or significant other, etc.)
 

Language

Session 17

 
  1. Student will create a fictional (or they may use their own) family, and this family will include:
    • Stepmother or stepfather
    • Half brother
    • Aunt or uncle
  2. Family information should include:
    • Weddings
    • Graduations
    • Special vacations (and where)
    • Size of family
  3. Pictures would be helpful if possible.
  4. ASL Pal will ask student questions about fictional family that will include
    • Gender
    • Appearance
    • Age
    • Relationship with other family members
 
  • The goal of this session is to have a conversation about families and special occasions. In this conversation, student should demonstrate proper use of:
    • Yes/No questions, responses
    • 3rd person personal and possessive nouns
 

Language

Session 18

 
  1. Math problems for 1-100
 
  • Number forms
  • Addition/Subtraction/Total
  • Wh- question
    • How much?

Language

Session 19

  1. Student will show ASL Pal a bundle of keys and ASL pal will ask for the function of each key, then ASL pal will show the student a bundle of keys and the student will ask the ASL pal for the function of each.
 
  • Wh- question
    • “FOR-FOR”?
 
 

Language

Session 20

 
  1. Student and ASL Pal will discuss everyday activities as shown in the instruction video. They will discuss when each activity was done and where. The student and ASL pal should attempt to cover as many activities as possible across a broad period of time (last week, today, tomorrow, last Sunday, next Saturday, etc.) Cleaning tasks should include sharing objects with another person (for example, “I gave the rake to my brother for the leaves outside.”)
  • Student will need to demonstrate proper use of agreement verbs
  • Wh- question
    • “Do, do?”
    • When?
  • Eyebrow usage
    • Asking question
    • Responding
 
 

Language

Session 21

 
  1. Student and ASL pal will take turns discussing chores. Discussion should include chores that have been completed and chores that will be completed in order to ask each other if each chore is done.
    1. If chores are done by different people in the household, student and ASL pal should indicate by using personal and possessive pronouns.
    2. Give opinion of chores, whether you enjoy, don’t mind or detest doing them.
  2. ASL Pal and Student should go through as many chores as possible as outlined in the instruction video.
  • Proper use of possession (“Your chore” = “YOUR DUTY”)
  • Rhetorical question
    • My chore is what? Respond
    • Eyebrows up in the beginning of sentence up to the WH- question then down to indicate rhetorical question use
  • Yes/No question
    • Do you like this chore?
  • Contrastive Structure
    • Comparing chores and preference (I like chore #1, I hate chore #2.)
 

Language

Session 22

 
  1. Student and ASL Pal will discuss errands and frequency of errands. Discussion should include chain of errands, doing one errand then going to do another in sequence.
  2. Discuss level of willingness for each errand: not minding doing errand or refusing to do so.
  3. Discuss an errand of each frequency:
    • Which errand (or chore) do you do everyday?
    • Which errand (or chore) do you do once a week?
    • Which errand (or chore) do you do once a month?
    • Which errand (or chore) do you do (at different frequencies to be determined by ASL Pal and Student)
 
  • Yes/no question
  • Wh- question
    • What must be done?
  • Listing errands
    • Using weak hand to list errands
 

Language

Session 23

  1. Student and ASL pal discuss activities that they enjoy doing with other people. Number of group should range between 2 and 7 people to show use of (two of us to seven of us).
    • Where are the activities? Tell of a specific event/activity you enjoyed.
      • “I went to the amusement park with 4 of my friends from school. The roller coasters were awesome!” (for example).
    • When are the activities?
      • Going to the beach in the morning
      • Leaving for the dance club at night
    • Comment on level of pleasure (like, fun, enjoy, additional signs to be shown by ASL pal)
  2. Student and ASL pal discuss their occupation, what one does for a living.
    • ASL pal and student will work together to:
      • Show the sign for occupation if not shown in previous videos
      • Talk about location
      • Typical tasks for occupation
 
  •  None