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ASL 1 Review

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Talia Orsetti

on 14 August 2017

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Transcript of ASL 1 Review

ASL 1 Review
Unit 1
Introducing Oneself
Unit 2
Unit 3
Step 4
Step 5
5 Basic Strategies for Learning American Sign Language
1. Build a language community.
*Be present every day.

*The cohesiveness of the group influences how rich the language exchange is in the classroom.

*Missing class means missing interactive environment.
2. Minimize Reliance on English as you listen or converse in ASL
*Leave English (and your voice) outside the door.

*Refrain from translating into English while watching someone sign. (This will be very difficult at first, but as you become more fluent, it will become more natural.)

*Use class time to immerse yourself in the language by interacting with the teacher and other students using ASL.
3. Focus on meaning rather than individual signs.
*When the teacher gives instructions, tells a story, or explains a concept, don't worry about the signs you don't know.

*Focus on the meaning of what is being said.

*If you notice a sign being used repeatedly and you still don't understand it, ask the teacher. (Asking a fellow student in English will force you to lose out on valuable communication experiences needed to strengthen your comprehension skills.)
4. Focus on the signer's face, not only on the hands.
*Grammar exists in facial expression; for full comprehension, one must see the facial expression with the sign.

*It is considered rude to look away from the signer's face while they are signing to you.

5. Show you understand the signer.
*Nod to show you are following and that you understand.

*Look puzzled when you are confused.

*Participate as much as possible by adding comments, agreeing, disagreeing, etc. The more you participate, the more you learn!
How would EACH ONE of these strategies look in a classroom environment?

As an ASL student, what do you need to do to make sure that you (and those around you) are practicing these strategies?

Can you think of any others that are not listed here?
Numbers 1-10
Cardinal Numbers 1-5
Cardinal Numbers 6-9
Cardinal Number 10
Sign the numbers
Circle the Number
Write the Number
*palm faces in
*fingers spread apart when signing 2-5
*palm faces out
*tap fingers and thumb twice
*fingers and thumb do not overlap
*extend thumb upward
*slightly rock hand back and forth
Count from 1-10. Try to sign them before Joey!
Circle the number signed:
1. 3 6 9 5. 3 6 9

2. 7 8 9 6. 7 8 9

3. 3 6 9

4. 7 8 9
1. 4. 7. 10.

2. 5. 8.

3. 6. 9.
Fingerspelling Flow
Arm Position
Hand Positions
*work on continuous flow from one letter to the next rather than spelling the word letter by letter

*Avoid "bouncing" or "stamping"
*elbow down

*relaxed arm
*keep your hand within the "sightline" (visual space between your face and your listener's face

*hand should be in front of/slightly below chin

*when signing to someone at your side, orient your hand and face toward the person
Reading Fingerspelling
*work on recognizing the shape and movement of the letters and letter combinations

*work on catching the first and last letters of the word, and then use context
"Fist Letters"
thumb is straight up flush to the hand; thumb is NOT bent over fingers and fingers are NOT tucked in
at least 2 fingers must sit on thumb, and thumb does NOT overlap fingers
thumb curves over the index finger and stays tight to fist
relaxed oval-shaped "o"
"true fist"; fingers tucked in and thumb straps over index and middle finger
relaxed index finger crosses over thumb; index finger does not have to curl down tightly
fingers sit softly on the thumb
*Numbers 1-10
*Words/Letter Combinations:
Circle the letter
Circle the Letters: 1 & 2
1. ae ao as

2. sa so se

3. sn st sm

4. mi ni ti

5. mi ei si

6. ei ie ai

7. en on sn

8. ta sa na

9. oe os oa

10. ea oa os
Deaf Profile: Andrew Foster
Read the Deaf Profile on Andrew Foster and complete the following tasks:

*Write 3 sentences summarizing who Andrew Foster was. Why is he so important to the Deaf Community?

*List 5 of Foster's lifetime accomplishments.
Wh-Word Questions
Non-Manual Markers (Actions happening that aren't with your hands):
*furrow brows together (eyebrows down)
*lean head forward slightly without breaking eye contact
*hold last sign (which should be a wh-word sign) until listener starts to answer
*Watch Michelle as she demonstrates a basic introduction with Ben. What names do they use? What error do they both make?

Michelle's Name __________ Ben's Name___________ Error:

*Watch Michelle demonstrate Wh-Word usage and practice the non-manual markers.

(Look at the face as well as the hands!)
What does David ask in each dialogue?
1. 3. 5.
2. 4. 6.
Create a question for each wh-word in the lesson (what, who, where)


1. Your favorite movie what?

2. Your brother who?

3. You live where?
Activity: Minidialogue:
A: Hello! My name (your name). Your name what?

B: My name (Your name). Nice to meet you!

A: Nice to meet you!

A&B: Alternate signing your created wh-word questions. Practice using non-manual markers. Write down other person's 3 Questions.
Numbers 11-15
Cardinal Numbers 11, 12
Cardinal Numbers 13-15
Sign the numbers
Circle the Number
Write the Number
*palm faces in
*fingers "flick" out from underneath thumb twice
*for 12, keep extended fingers separated
*palm faces in
*keep extended fingers closed
*for 14, tuck thumb in
*move extended fingers toward you twice
Count from 1-10. Try to sign them before Joey!
Circle the number signed:
1. 1 2 11 12 7. 1 2 11 12

2. 2 3 12 13 8. 2 3 12 13

3. 4 5 14 15 9. 4 5 14 15

4. 1 2 11 12 10. 1 2 11 12

5. 2 3 12 13 11. 2 3 12 13

6. 4 5 14 15 12. 4 5 14 15
1. 4. 7. 10. 13.

2. 5. 8. 11. 14.

3. 6. 9. 12. 15.
1:7 (Part 1)
Ways to Communicate with Deaf People
Third Person
Lip reading
*Deaf encouraging of new signers; will be patient
*If conversation stalls, will move to different way of communicating
*pointing or acting things out
*email, instant messaging, pager, cell phone,
handwritten notes
*hearing person will interpret/relay information
*method that is least preferred; very few Deaf people use this strategy
*used for predictable, limited exchanges
*often leads to misunderstandings
3 Rules of Communicating with Deaf People
1. Let the Deaf person know you sign.
2. Let the Deaf person set the communication mode.
3. Avoid speaking English or using voice w/o ASL
1:7 (Part 2)
1. Tami Tim Tom

2. Nina Tina Ina

3. Tami Sina Sami

4. Mae Moe Mona

5. Naomi Toni Stan

6. Sean Sina Sam

7. Mimi Tami Mia

8. Ines Ina Ian
First Round: Circle Name, Second Round: Cross Out Name
Write the Name





1. Greetings
2. Name
3. Who
4. What
5. Where
6. Nice to meet you.
7. Man
8. Woman
9. Person/Person-who
10. Shirt
11. Pants
12. Coat
13. Dress
14. Skirt
15. Shoes
16. Hat
17. Glasses
18. Clothes
19. Hair
20. Mustache
21. Beard
22. Black
23. Gray
24. White
25. Pink
26. Red
27. Orange
28. Yellow
29. Green
30. Blue
31. Purple
32. Brown
33. Colors
34. Stand
35. Jump
36. Dance
37. Copy
38. Door (Open/Close)
39. Window (Open/Close)
40. Lights (On/Off)
41. Book
42. Read
43. Paper
44. Chair
45. Sit
46. Same
47. Different
48. Shape
49. Letter
50. Number
51. Remember
52. Forget
53. Again
54. Right/Correct
55. Wrong
50. Fingerspell

Identifying a Person
-Raise eyebrows (until finished identifying the person)

*Brief Description
-hair color, shirt color, facial features, eyeglasses, headwear

*Point Out Person & Glance at the Same Time
-point with arm slightly bent and index finger extended

-After listener confirms, so do you (let them know you are the same page; otherwise, repetition may occur)
Inside, Above, and Below
Describing Placement Inside, Above, or Below a Shape
*trace shape with both index fingers

*use your index finger to indicate where to place or locate the second item

*your head, eye gaze, and index fingers should work together to indicate where the second and third items are to be placed
Notice how David:
*looks at the diamond shape as he traces it
*holds the reference point of the diamond with his non dominant hand
*raises his head and glance above diamond
*with raised brows, taps to indicate where to place the "7"
Shapes Activity
Draw a picture that contains the following
*3 Shapes
Culture Notes
For Hearing People only: Chapter 1 Reading Guide
1. What is ASL?

2. What is the significance of Martha's Vineyard?

3. Who is Dr. Mason Fitch Cogswell? What is his contribution to the Deaf Community?

4. Who is Alice Cogswell? Historically, what is she known for?

5. Who is Abbe Sicard? What is his contribution to the development of sign language?

6. Who is Jean Massieu? Historically, what is his contribution to sign language?

7. Who is Laurent Clerc? What is he known for?

8. Who is Thomas Gallaudet? What is his contribution and what is he known for?

9. What is the significance of Hartford, Connecticut? Name the place developed there.

10. Who is Edward Minor Gallaudet? What is his significance to the deaf community?

11. When was the Golden Age of Deaf Culture? What is its significance toward the development of the Deaf Community?

Partner Dialogue
You and your partner will write a dialogue to perform in front of the class. The dialogue Must Include:
*An appropriate attention-getter

*3 Wh-Question Words

*Identification of another person

*A preference body shift

*the signs: same, different, like, don't like, colors (any), Nice to meet you, and hobbies (any)

*3 Wh-Question Words (all question words
are last sign of sentence)

*Gender Identification has correct order

*preferential body shift

*same, different, like/don't like, colors,
Nice to meet you, hobbies

Yes-No Questions
Non-Manual Markers (Actions happening that aren't with your hands):
*raise brows throughout the question
*lean head forward with last sign
*hold last sign until listener starts to answer
*See Tyrone and Ben demonstrate affirmative and negative responses to Cinnie's questions:

-begin nodding just before responding
-continues nodding until end of sentence

*Negate and Correct:
-begins shaking his head just before responding
-nods when giving correct information

Remember: Feedback is expected; otherwise signers may think you do not understand.
Make your active listening visible by acknowledging information as you process it.
Making Connections
*First and Last Names

*Deaf or Hearing

*Deepen Connection
Language Backgrounds
When telling someone about your language background:

*organize information chronologically
(native language(s) forward)

*To transition from one time period to the next, raise eyebrows while mentioning the period (high school, college, etc.)
When telling someone where you live:
*real world orientation: spatial awareness of your environment

1. Point in the direction where your home is
2. Give the city name.
Use "real world orientation" to:

*point in the direction where your English class is
*point to where your home is
*point to your favorite location in San Lorenzo
Conversation Example
*Where do the signers live?

*Which area does Tyrone live in? What about Diane?

*What does Diane like to do in her city? What about Tyrone?
Giving Commands Using a Location
Conversation Example
*Where do the signers live?

*Which area does Tyrone live in? What about Diane?

*What does Diane like to do in her city? What about Tyrone?
*name the location (eyebrows raised)
*name the object (raised brows)
*indicate who (point to the person)
*give the command (to put the object in a specific place)
Michelle's Commands
Giving Basic Directions
*determine where the place is in relationship to where you are at the moment

*establish a starting point (ex: classroom door)
*Observe how Ben raises his brows in the beginning of each demonstration when he names the location he will give directions to
Conveying Distance
Far Away:
*tilt head
*squint eyes
*open your mouth slightly
*tell where; point with your arm fully extended

Moderate Distance:
*tilt head
*purse lips slightly
*tell where; point with your arm moderately extended

Very Near:
*tilt head
*clench teeth and turn head to the dominant side (cheek almost touching shoulder
Spatial Agreement/Orienting Signs
*When sharing information about someone, orient your signs in the direction of the person you are talking about. (If they are not present, you must establish them).

If someone is sitting on your right, information about yourself is signed in front of you, while information about the person on your right is signed slightly to the right of your body.
Describing Pets
1. Tell what kind of pet (what animal)

2. Indicate its relative size:
*For large dogs, indicate the length and height
from the floor
*For small dogs, indicate the length only (in front
of you)

3. Use your body to describe the pet (main color,
distinctive markings, etc.)
Full transcript