Gallaudet ASL 2 Competency Matrix

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Session 

Skills

Grammar

Notes

Language

Session 1

  1. Student will identify an imaginary person by:
    1. Body position
    2. Appearance
    3. Clothing (finger-spelling clothing-related words)
  • Body Part Classifiers
  • Descriptive Classifers
  • Facial Expressions
  • Confirm “That one? That one!”

Language

Session 2

 
  1. Student will select two personal objects and show it to ASL Pal, explain how student came into possession of items. Describe the items, what is it made of.
  2. Student will select 5 sentences from p. 37 in the student workbook and practice signing these sentences with ASL Pal.
  3. Student will tell ASL Pal of a place where they must go today and how they will get there.
  • Descriptive Classifiers
  • Instrument Classifiers (how the item is held)
  • Spatial agreement of verbs (I drive to, I am taking someone to…, etc.)
 

Language

Session 3

  1. Student will ask ASL Pal 5 different questions by starting with “How many…”. ASL Pal will respond to each question with a number, starting with a reasonable number, ending with an outrageous number. Student will react appropriately (Oh, I see….. Wow, that’s crazy!... You’re joking!)
  2. Student and ASL Pal will review number forms for years (years ending in -01 through -09, years ending with 10-15 and years with zeros in the middle)
  3. Student and ASL Pal will discuss events that result in responses of telling how many years ago or how many years in the future.
    1. Example: Student – When did you graduate Gallaudet? ASL Pal – 2 years ago.
    2. Example: ASL Pal – When is your next big vacation? Student – Next year.
  • Demonstrate proper use of wh- questions
    • Eyebrows down
    • Placement of “how many” at the end of the question
  • Number form for years

Language

Session 4

  1. Student and ASL Pal will practice translating sentences with “have” and agreement verbs.
    1. Student will create 5 sentences (they can be a repeat of workbook sentences or newly created sentences) with different variations of “have” and give sentences to ASL Pal at beginning of session.
    2. Student will practice translating 5 of the 10 sentences shown on page 63 of the workbook and receive feedback from ASL Pal.
  • Spatial Agreement
  • Correct use of “have” (“have, must, finish, none, not yet”)

Language

Session 5

  1. Student and ASL Pal will practice greetings, “small talk” and goodbyes.
    1. After greeting, do a short follow up, ask each other “how are you?” “What’s up?” etc.
    2. Pretend to “leave” each other a few times, how would you say goodbye?
  2. Discuss what might be seen while these things happen.
    1. Eye contact
    2. Physical contact
  • NA
 
Language

Session 6

  1. Review A Memorable Costume: This session is for any questions students might have about the story – specifically with signs that may not be understood or general questions about the story.
  • NA

Language

Session 7

  1. Student and ASL Pal will take turns will discuss 2 different events each and make a request. The other person will then decline and explain why.
    1. Example: Student – I have to go to the airport tomorrow morning. Would you mind picking me up and taking me to the airport? ASL Pal – No, I’m so sorry. I have to work in the morning.
  • Demonstrate proper use of the “mind” question
    • Pleading facial expression, proper use of eyebrows
  • Spatial agreement where applicable
 
 

Language

Session 8

  1. Student and ASL Pal will practice agreement verbs. Student will create 5 sentences similar to the ones seen on page 95 of the workbook and give to ASL Pal at beginning of session. Each sentence must consist of an agreement verb and some way of relaying information (Telling, phone call, send email to, inform, pay to)
  2. Student and ASL Pal will ask each other for a favor, and the other person will agree with a condition. (One favor per person)
  • Verbs agree with subject and object (I told Jake…, Jake told me, etc.)
  • Conditional Clauses (“First” or “understand…”

Language

Session 9

  1. Student and ASL Pal will exchange imaginary numbers by asking each other for advice. (Take turns, do 2 exercises each)
    1. Example: Student tells about forgetting car keys locked in the car, asks ASL Pal for advice, ASL Pal suggests locksmith and gives phone number (doesn’t have to be real) to Student. Student signs back the phone number to confirm
  • Correct sequence for explaining problem
  • Correct use of conjunction (“I thought of this!” “I forgot!” etc.) 
 

Language

Session 10

  1. Student will ask ASL Pal for advice on what to do about an accident (spill).
  2. Student will ask ASL Pal for advice on what to do about an awkward conversation.
    1. The above should include use of an agreement verb from lesson 8.9
  • Role shift between people in awkward conversation
  • Element classifiers (how does the spill begin, fall and end?)
  • Proper use of conjunction (WRONG!)
 
 

Language

Session 11

  1. ASL Pal and Student will practice interrupting each other as if they were in a classroom.
    1. How do you initiate an interrupt? (Slightly raising hand, excuse me, etc.)
    2. How do you explain an interrupt? (Arriving late)
  2. ASL Pal and Student will discuss name signs.
    1. Does the student have a name sign? If yes, where did the name sign come from? If not, move on to next part.
    2. Does the ASL Pal have a name sign? Where does the name sign come from? If ASL Pal does not have a name sign, why not?
  3. Student and ASL Pal will discuss questions about the famous Motel Story. ASL Pal will ask student questions for student to demonstrate comprehension of the story.
  • NA 
 

Language

Session 12

  1. Student will discuss schedule (time)
    1. What time is student’s favorite class?
    2. When does student leave home in order to arrive to class on time?
    3. What time is lunch? When does it begin and end?
    4. What time does work begin and end?
  • Proper use of time signs
 
 

Language

Session 13

  1. Student and ASL Pal will discuss their neighborhoods with each other.
    1. After giving basic information about the neighborhood (which city, what type of neighborhood, who lives there, etc.), ask each other questions about what is next-to, across from, and what is nearby.
  2. Student and ASL Pal will ask each other yes & no questions about their neighborhoods.
    1. Examples of yes & no questions are:
      1. Is it crowded?
      2. Do you like living there?
      3. Do you plan on staying there a long time?
      4. Are there many places to go out and eat or shopping?
  • Correct use of rhetorical questions as transition (I like living there because (why) …)
  • Correct use of eyebrows in yes & no questions
  • Correct use of topicalization
 
 

Language

Session 14

  1. Student and ASL Pal will discuss their favorite restaurants
    1. What type of food do they offer?
    2. Where is it located?
  • Correct use of topicalization
  • Correct use of locative classifiers (use of space to describe settings)
 
 

Language

Session 15

  1. Student and ASL Pal will give each other directions from a point of interest (their home, for example) to their favorite store or restaurant. Both will draw a generic map based on information given by the person giving directions
    1. Directions must involve at least 4 turns
    2. Directions must include at least one perspective shift
  • Correct use of the when clause
  • Correct use of the weak hand as a reference point (ASL 1)
  • Correct use of facial markers to convey distance
 
 

Language

Session 16

  1. Student will use this session to practice re-telling the Hitchhiker story. ASL Pal will assist in ensuring that role-shifting is use correctly as well as classifiers to describe movement involving cars and people (driver and passenger switching places, police pulling up to driver, siren lights turning on, pulling over, speedometer, car window rolling down, etc.)
  • Correct use of topicalization
  • Descriptive and instrument (e.g. handling of steering wheel classifier)
 
 

Language

Session 17

  1. Student and ASL Pal will discuss tendencies of two people they know.
    1. Tendencies need to include use of temporal aspect
    2. Student and ASL Pal will ask each other about different tendencies (e.g. is this person punctual? Dependable? Friendly? Etc.)
  2. Discuss three items of interest you purchased recently.
    1. What are these items?
    2. What is the price for each item?
  • Correct use of temporal aspect
  • Correct use of pronouns & possessive pronouns
 
 

Language

Session 18

  1. Student and ASL Pal will discuss qualities (this session is similar to #17) of two people they know.
    1. Qualities need to include use of predicative adjectives
    2. Student and ASL Pal will need to elaborate on why they believe these two people have the qualities mentioned (give examples by role-shifting)
  • Correct use of predicative adjectives (structure)
  • Correct use of role shifting
 
 

Language

Session 19

  1. Student and ASL Pal will practice telling each other where items are located and verifying by use of drawings.
    1. Student and ASL Pal will need to have two drawings prepared prior to the session: The two drawings will include:
      1. A general layout of the room, preferably kitchen
      2. An X mark on location of items each person is telling the location
    2. After each person has described the layout of the room, then finally the location of the item, the person watching the information will need to draw the layout, and mark an X on the location. After the drawing is completed, the signer and the person listening will show each other drawings to compare.
  • Correct use of signer’s perspective, topicalization, reference points and facial markers for conveying distance
 
 

Language

Session 20

  1. Use document provided by Gallaudet for “Interview.”
  • NA
 
 

Language

Session 21

  1. Student and ASL Pal will discuss three different things regarding one’s own ability:
    1. Knowledge of a subject matter
    2. An activity that you are skilled in
    3. Unusual ability/skill you possess or a pet of yours possesses
  2. Student and ASL Pal will discuss three different things regarding something one is unable to do or an activity at which they are unskilled.
  3. Student and ASL Pal will ask each other questions about a list of people that the student and ASL Pal will supply to each other at beginning of session. In this list, look for one or two of the following needs to be met by the list of people:
    1. Babysitter
    2. Travel companion
  • Correct use of WH questions
  • Correct use of eyebrows (topicalization)
  • Correct use of reference points
 
 

Language

Session 22

  1. Student and ASL Pal will discuss where they are from (birth and current residence), city and state/province, as well as name 3 other cities and states/provinces they would like to travel to.
  2. Student and ASL Pal will ask each other hypothetical questions following the narrative set in the student workbook (hypothetical sign, sequence of events, question and then discuss reaction – how would you feel?)
    1. Each person should ask the other person at least 3 questions. Try to be as authentic as possible, ask questions about things that might normally happen in your everyday life. (E.g. you are an employer and you see an employee enjoying lunch out with friends after he called in sick. How would you feel?)
  3. Student will tell ASL Pal about a plan they recently made but had to cancel. Answer questions ASL Pal might ask about the cancelled plans. (Why did you make these plans? Anything special? What were you looking forward to? Why were the plans cancelled?
  • Correct use of conditional clause (the hypothetical sign)
  • Correct use of the relative clause
 
 

Language

Session 23

  1. Student and ASL Pal will follow the narrative structure outlined in the student workbook for 11.7 and tell each other about the first and last time each person did something significant (e.g. first time one went skydiving, the last time one went to an amusement park)
  • Correct use of when clauses
  • Horizontal listing
 
 

Language

Session 24

  1. Student and ASL Pal will discuss their personal goals with each other. Follow the narrative outline set forth in 11.9 in the workbook. This is a good opportunity to practice prior to doing the Now You Sign! assignment for this particular lesson. Each tenet of the personal goal should be discussed:
    1. Traveling
    2. Personal Goals
    3. Something You’ve Always Wanted to Learn
    4. An Adventure You’d Like to Take
    5. Something You Want to Volunteer Doing
  • Correct use of ASL Structure
    • Topicalization
    • Rhetorical Questions
    • Classifiers
    • Conditional Clauses
    • When Clauses
 
 

Language

Session 25

  1. What challenges do you face as a student wanting to learn ASL? Have you had opportunities to interact with signers in your local community? What is your local community like? How can you maximize opportunities to interact with other signers while also being sensitive to Deaf people’s desire to gather and interact with one other? Discuss these questions with your ASL Pal and ask for ideas on how to achieve your goals as an ASL learner.
  • NA