Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
Examples of Test questions:
Vocabulary:
a. paper
b. school
c. movie
d. busy
Grammar:
Watch the signed sentence in ASL and pick the best english translation to match
a. I am married.
b. I am divorced.
Watch the following question and and respond in English. Be sure that your response includes my question.
Signed: YOU PREFER COKE, PEPSI, BEER, WINE WHICH?
Written Response: I prefer coke not pepsi, beer or wine.
Classifiers:
What did the classifier represent in the sentence?
a. a person walking
b. an an animal crouched
c. a car on a bumpy road
Culture:
What is a TTY?
Parameters
What is the parameter difference that sets these signs apart? Facial grammar is only one that you may use with another parameter for these responses.
Movie/Busy
a. handshape
b. movement
c. location
d.palm orientation
e. facial grammar
Monday, December 12, 2011
HELPFUL STUDY HINTS sec. 001, 002, 003
As we enter the expressive interviews and final exam I have a few last minute tips to help you prepare and to calm your nerves.
Expressive Interview Tips:
*Interviews are conducted how?
*arrive on time for your interview (Monica's will take place in the language lab)
****late students or no shows will not be allowed to make up
* upon arrival each student will select a dialogue from you book from the basket
* Take a minute to look over the dialogue and sign to self
* Each student must complete each dialogue twice
*Students will be required
to complete both people in the dialogue. You will take turns completing the
dialogues.
* select two topics from the basket (the student that selected the topic is the
only one responsible to complete it.
* answer questions that I ask related to your topic
* DONE!
**********DO NOT GET NERVOUS WHEN I WRITE THINGS DOWN, I AM WRITING AREAS YOU ARE EXCELLING AS WELL AS AREAS YOU NEED IMPROVEMENT********************
Helpful hints: review all dialogues in your required text
*watch the DVD from you text book, all dialogues are demonstrated there
*sign along with the DVD
*underline all vocabulary in dialogues that you do not remember
and review them again several times
* BE SURE YOU ARE USING FACIAL GRAMMAR
* Go to the tutors for help they are more than happy to help you
* Review with a partner
*pay attention to symbols in your dialogues
~ (-) means that the signs are one ex: wash-clothes
~ (+) means that the signs are joined but do not change when joined
~ (^) means that the signs are joined but they have been modified to
become one
~ (---wh----) means that eyebrows are down and lean slightly forward
~ (---q-----) means that eyebrows are raised and lean slightly forward
~ (---t-----) means that eyebrows are raised but you do not lean forward
~ (J-O-H-N) means fingerspelling
~ (CL:) means a classifier is used
~ (#) means a fingerspelled word that has become a sign itself ex: #DO
*relax all the information is there for you.
* If you practice you should be fine
*Review exercises from you book ex: 6a, 6b, 6c, 10a, 12b etc
Final Exam
See Study Guide (I added to it)
Study Session in Storms Den Sunday, Dec. 18 @7:00 pm I will provide pizza!!!!
Wednesday, December 7, 2011
Final Blog: Carla's Classes sec. 003
Hello Everyone,
Here is a look at our last few weeks
Week 14
Unit 12
attend tutor
Final Blog (response is not required for this final assignment)
Week 15
Review and Interview
Interview sessions in pairs
attend tutor
Finals
Units 1-12 Use Daily Log to study
Wednesday Night 4-7
Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
INTERVIEW INFORMATION
You will sign up with a partner for the interview. During the interview you will be required to demonstrate your ASL 1 knowledge by answering two short questions from topics in your table of contents and two randomly drawn dialogues, switching roles within each. These dialogues come from your book and DVD. Be sure to review them carefully. Interviews take around 5 minutes to complete
Here is a look at our last few weeks
Week 14
Unit 12
attend tutor
Final Blog (response is not required for this final assignment)
Week 15
Review and Interview
Interview sessions in pairs
attend tutor
Finals
Units 1-12 Use Daily Log to study
Wednesday Night 4-7
Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
INTERVIEW INFORMATION
You will sign up with a partner for the interview. During the interview you will be required to demonstrate your ASL 1 knowledge by answering two short questions from topics in your table of contents and two randomly drawn dialogues, switching roles within each. These dialogues come from your book and DVD. Be sure to review them carefully. Interviews take around 5 minutes to complete
Final Blog: Monica's Sec. 001 & 002
Hello Everyone,
I would just like to touch base with all of you to send you what our last two weeks will look like. First, I want to thank you for your patience these last few weeks. It has been an emotional roller-coaster but having students like you have made it easier to cope. I truly am grateful for your understanding and empathy. Honestly, you have given me strength. I apologize if I seem somewhat "off", I am just trying to get through my days right now. Things are still very difficult and getting through each day has been emotionally and physically draining. I appreciate your support. I have always tried to accommodate to my students in their time of need and it has been extremely helpful you have done the same for me. I hope that I have continued to give you everything I can and more. Your educational experience in ASL is so important to me.
Here is what you can expect the next few weeks.
Week 13
Units 10-11
Sec. 002 attend tutor
Quiz 10-11 (this will happen instead of chapter test as stated in syllabus)
Week 14
Unit 12
Friday, Dec. 9th, Chapter Exam 9-12
Sec. 001 attend tutor
Final Blog (response is not required for this final assignment)
Sign up for Signing Session for Week 15. Sign up sheet will be posted near my door Wednesday.
Week 15
Review and Interview Practice
Interview sessions in pairs
Sec. 002 attend tutor
Finals
Units 1-12 Use Daily Log to study
8:00 is on Thursday, Dec. 22 at 12:00 pm
9:15 is on Tuesday, Dec. 20 at 8:00 am
Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
Examples of Test questions:
Vocabulary:
a. paper
b. school
c. movie
d. busy
Grammar:
Watch the signed sentence in ASL and pick the best english translation to match
a. I am married.
b. I am divorced.
Watch the following question and and respond in English. Be sure that your response includes my question.
Signed: YOU PREFER COKE, PEPSI, BEER, WINE WHICH?
Written Response: I prefer coke not pepsi, beer or wine.
Classifiers:
What did the classifier represent in the sentence?
a. a person walking
b. an an animal crouched
c. a car on a bumpy road
Culture:
What is a TTY?
Parameters
What is the parameter difference that sets these signs apart? Facial grammar is only one that you may use with another parameter for these responses.
Movie/Busy
a. handshape
b. movement
c. location
d.palm orientation
e. facial grammar
INTERVIEW INFORMATION
You will sign up with a partner for the interview. During the interview you will be required to demonstrate your ASL 1 knowledge by answering two short questions from topics in your table of contents and two randomly drawn dialogues, switching roles within each. These dialogues come from your book and DVD. Be sure to review them carefully. Interviews take around 5 minutes to complete.
I would just like to touch base with all of you to send you what our last two weeks will look like. First, I want to thank you for your patience these last few weeks. It has been an emotional roller-coaster but having students like you have made it easier to cope. I truly am grateful for your understanding and empathy. Honestly, you have given me strength. I apologize if I seem somewhat "off", I am just trying to get through my days right now. Things are still very difficult and getting through each day has been emotionally and physically draining. I appreciate your support. I have always tried to accommodate to my students in their time of need and it has been extremely helpful you have done the same for me. I hope that I have continued to give you everything I can and more. Your educational experience in ASL is so important to me.
Here is what you can expect the next few weeks.
Week 13
Units 10-11
Sec. 002 attend tutor
Quiz 10-11 (this will happen instead of chapter test as stated in syllabus)
Week 14
Unit 12
Friday, Dec. 9th, Chapter Exam 9-12
Sec. 001 attend tutor
Final Blog (response is not required for this final assignment)
Sign up for Signing Session for Week 15. Sign up sheet will be posted near my door Wednesday.
Week 15
Review and Interview Practice
Interview sessions in pairs
Sec. 002 attend tutor
Finals
Units 1-12 Use Daily Log to study
8:00 is on Thursday, Dec. 22 at 12:00 pm
9:15 is on Tuesday, Dec. 20 at 8:00 am
Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
Examples of Test questions:
Vocabulary:
a. paper
b. school
c. movie
d. busy
Grammar:
Watch the signed sentence in ASL and pick the best english translation to match
a. I am married.
b. I am divorced.
Watch the following question and and respond in English. Be sure that your response includes my question.
Signed: YOU PREFER COKE, PEPSI, BEER, WINE WHICH?
Written Response: I prefer coke not pepsi, beer or wine.
Classifiers:
What did the classifier represent in the sentence?
a. a person walking
b. an an animal crouched
c. a car on a bumpy road
Culture:
What is a TTY?
Parameters
What is the parameter difference that sets these signs apart? Facial grammar is only one that you may use with another parameter for these responses.
Movie/Busy
a. handshape
b. movement
c. location
d.palm orientation
e. facial grammar
INTERVIEW INFORMATION
You will sign up with a partner for the interview. During the interview you will be required to demonstrate your ASL 1 knowledge by answering two short questions from topics in your table of contents and two randomly drawn dialogues, switching roles within each. These dialogues come from your book and DVD. Be sure to review them carefully. Interviews take around 5 minutes to complete.
Tuesday, December 6, 2011
Final Blog ASL 001, 002
Hello Everyone,
I would just like to touch base with all of you to send you what our last two weeks will look like. First, I want to thank you for your patience these last few weeks. It has been an emotional roller-coaster but having students like you have made it easier to cope. I truly am grateful for your understanding and empathy. Honestly, you have given me strength. I apologize if I seem somewhat "off", I am just trying to get through my days right now. Things are still very difficult and getting through each day has been emotionally and physically draining. I appreciate your support. I have always tried to accommodate to my students in their time of need and it has been extremely helpful you have done the same for me. I hope that I have continued to give you everything I can and more. Your educational experience in ASL is so important to me.
Here is what you can expect the next few weeks.
Week 13
Units 10-11
Sec. 002 attend tutor
Quiz 10-11 (this will happen instead of chapter test as stated in syllabus)
Week 14
Unit 12
Friday, Dec. 9th, Chapter Exam 9-12
Sec. 001 attend tutor
Final Blog (response is not required for this final assignment)
Sign up for Signing Session for Week 15. Sign up sheet will be posted near my door Wednesday.
Week 15
Review and Interview Practice
Interview sessions in pairs
Sec. 002 attend tutor
Finals
Units 1-12 Use Daily Log to study
8:00 is on Thursday, Dec. 22 at 12:00 pm
9:15 is on Tuesday, Dec. 20 at 8:00 am
Study Guide
American Sign Language Final Study Guide
(Units 1-12, lectures, blog and daily log)
Week 16 is your final exam. I have created a study guide to help you prepare for your exam. Keep in mind that you are responsible for ALL information presented to you, units 1-12 of the required text, daily log, lectures, blogs and vocabulary from stories presented in class. This is meant to be used as a guide only. Not all information that is going to be in the exam is listed here. Be sure to review your daily log. This is the best study guide I could give you. Be responsible and read & review your lecture notes and your required text. Study with someone it will help. Be sure to carefully review the daily log as well as all grammar and culture notes listed in your text.
• Review units 1-12 use your table of contents to find areas that were highlighted in each unit. (grammar, culture and vocabulary)
• Review all vocabulary, be sure to look for signs I had you add to your lists.
• Know the 5 parameters of sign and be able to use them to explain signs.
• Review all classifiers and be sure that you can explain what they are representing. (units 7 & 10 have lists of classifiers)
• Review information that I presented to you in class that is not in your text.
• Review key points in our blogs.
• Review key points that were presented in class
• Use your index to study vocabulary. You need to know all vocabulary up to pg. 169.
• Review numbers and fingerspelling. Although this is not a main focus on the exam it is important that you know them. Be sure to review the number "cheat" sheet and fingerspelling tips in your daily log.
The exam is both receptive and written. The exam will be recorded. I will sign and you will record your answers. There will also be a signed story as well on the exam. This story will be from a videotape. The final will have True or False, Multiple Choice, Short answer, and Essay. There will be a section on vocabulary, grammar & structure, classifiers, parameters, and culture.
Keep in mind that the test is timed and it is very important that you list your response and look up for the next sign or sentence. You will see vocab. 2x but sentences only once. Repeats are not allowed on this exam at any time.
If you have any questions or concerns, please ask me in class. You may list them here as well.
INTERVIEW INFORMATION
You will sign up with a partner for the interview. During the interview you will be required to demonstrate your ASL 1 knowledge by answering two short questions from topics in your table of contents and two randomly drawn dialogues, switching roles within each. These dialogues come from your book and DVD. Be sure to review them carefully. Interviews take around 5 minutes to complete.
Monday, November 21, 2011
ASL County Class
**Some signs are what we call, iconic. This means they resemble the “real” thing. However, most signs are arbitrary and do not have any reason or rhyme.**Grammar
• Gender signs and placements
• Female = lower portion of the face
• Male = higher portion of the face
Fingerspelling
• ABC
• Meet and mingle
o Hello
o My name M-O-N-I-C-A
o Your name what? NAME YOU?
Facial grammar for (Wh) questions: eyebrows down
o Nice meet-you
o Meet All students
• Recognize when fingerspelling
o Do not bounce
o If a double letter, slide hand or slight bounce
o Hold arm comfortably and facing outward
o Do not move right or left. Stay in one place
o Pay attention to E, A,S,I, D,K,V,
My suggestions tend to follow a lot of the same rules that apply to teaching a child to read:
1. Practice, practice, practice...the more you work on reading other people's fingerspelling, the better you will get. Everyone's fingers are different so it is important to practice with many different partners in order to experience all the styles of hands. (Unfortunately not everyone has long easily read fingers!)
2. Don't get stuck on reading each letter as an individual letter. Instead think of it and the "shape" of the word. Watch for double letters and the beginning and ending letters. You should be able to fill in the rest with the contextual clues (much like you do with reading an unknown word in a sentence in a written passage).
3. Instead of saying each letter as you are seeing it, say each SOUND. (You are basically sounding it out.) This will help as you are trying to figure out the word. That way when you miss a letter here and there, by sounding it out you will be able to fill in the blanks.
Finger spelling, hands-down is one of the trickiest parts of the language. Don't get too frustrated. Take it slow at first. Don't be afraid to ask a deaf person to "spell it again please", they more than likely will be happy to repeat themselves.
Some of the abc’s are easier to see than others.
• Easier to identify so look for them…..B, C,D,F,H,I,J,K,L,R,U,V,W, X,Y, Z
• A bit more tricky…..a,e,g,m,n,o,p,q,s,t,
Number Memorization Help
1-5 in or out palm (PI,PO)
6-9 PO
10 shake thumb
11,12 flick off of thumb (PI)
13-15 Wave back PI
16-19 10+6, 10+7, 10+8, 10+9
20 L thumb to index PO
21 L wiggle thumb PI
22 2 2
23 L + wiggle middle finger PO
24 L+4 PO
25 L+ wiggle all three finger PO
26,27,28,29 L+6,7,8,9
30-90 Number +0 PO
22,33,44etc 2 2, 3 3, 4 4, etc
100 1C
hundreds C
Relationship signs
o Family ("F" circle)
o Parents
o Grandmother
o Grandfather
o Aunt (circular)
o Uncle (circular)
o Cousin
o Husband
o Wife
o Daughter
o Son
o Children
o Nephew (shake back and forth)
o Niece (shake back and forth)
o Marry, marriage
o Separated, separate
o Divorce (2 signs, marry no more)
o Back-together, reconciled (lexicon: fingerspelled words that become like signs themselves)
o Friend
o Good-friend
o Go-steady, go together, dating
o Boyfriend (used for intimate relationships only)
o Girlfriend (used for intimate relationships only)
o Roommate (here's the church, here's the people...)
o Grow-up-together
o Partner (share person)
o Relative (“R” friends)
o Step or bonus
o ½
o Great (spell it)
o 2 moms 2 dads (parents)
o Foster (sign comes from the sign HOME use "F")
o Twins (placed on the chin for all genders)
o Grandson
o Granddaughter
o Godmother (etc)
o Fiancé ("F" circle land on ring finger)
o Guardian (legal care person)
o In-laws
child care (baby care) CHILD CARE YOU NEED?
license (L tap together) WORK LICENSE HAVE YOU?
create (from your mind 4 handshapes) CREATE WHAT YOU?
culture WHAT CULTURE YOU FROM?
environment ENVIRONMENT MUST CLEAN
fill out form PAPER FILL OUT CAN YOU?
birth certificate YOUR BIRTH CERTIFICATE HAVE YOU?
fire alarm FIRE ALARM NEED?
coffee COFFEE YOU WANT?
work YOU WORK WHERE? YOU LIKE?
elevator ELEVATOR I MUST WAIT
walk WALK ACCOMPANY-ME?
college COLLEGE FINISH YOU?
finish YOUR COFFEE YOU FINISH?
money YOU HAVE MONEY?
earn/wage YOU EARN HOW-MUCH?
benefits YOUR WORK HAVE BENEFITS?
insurance (health) hEALTH INSURANCE YOU NEED?
vacation VACATION GO-TO WHERE?
christmas
holiday/celebrate\
like
staff
flower
ASL Classes Second Term
Week #1: Time orientations
ASL is always in present time unless you use a tense indicator to change the tense. Tense indicators are placed at the beginnning of the sentences in most situations except for will.
Use your body to deomonstrate time.
past
last
before
present
now
today
yesterday
tomorrow
future
recently
just
later
after awhile
will
morning
noon
afternoon
night
day
week
month
year
Week #2
Directional Verbs
These verbs can change directions to convey meaning. If you pull the sign towards your body it means to help-me, pay-me etc. If you move the sign away from your body it means to pay-you, help-you etc. If you sweep the sign across it means all of you.
Give
Pay
Show
Tell
Ask
Help
Look-at
Send
• Gender signs and placements
• Female = lower portion of the face
• Male = higher portion of the face
Fingerspelling
• ABC
• Meet and mingle
o Hello
o My name M-O-N-I-C-A
o Your name what? NAME YOU?
Facial grammar for (Wh) questions: eyebrows down
o Nice meet-you
o Meet All students
• Recognize when fingerspelling
o Do not bounce
o If a double letter, slide hand or slight bounce
o Hold arm comfortably and facing outward
o Do not move right or left. Stay in one place
o Pay attention to E, A,S,I, D,K,V,
My suggestions tend to follow a lot of the same rules that apply to teaching a child to read:
1. Practice, practice, practice...the more you work on reading other people's fingerspelling, the better you will get. Everyone's fingers are different so it is important to practice with many different partners in order to experience all the styles of hands. (Unfortunately not everyone has long easily read fingers!)
2. Don't get stuck on reading each letter as an individual letter. Instead think of it and the "shape" of the word. Watch for double letters and the beginning and ending letters. You should be able to fill in the rest with the contextual clues (much like you do with reading an unknown word in a sentence in a written passage).
3. Instead of saying each letter as you are seeing it, say each SOUND. (You are basically sounding it out.) This will help as you are trying to figure out the word. That way when you miss a letter here and there, by sounding it out you will be able to fill in the blanks.
Finger spelling, hands-down is one of the trickiest parts of the language. Don't get too frustrated. Take it slow at first. Don't be afraid to ask a deaf person to "spell it again please", they more than likely will be happy to repeat themselves.
Some of the abc’s are easier to see than others.
• Easier to identify so look for them…..B, C,D,F,H,I,J,K,L,R,U,V,W, X,Y, Z
• A bit more tricky…..a,e,g,m,n,o,p,q,s,t,
Number Memorization Help
1-5 in or out palm (PI,PO)
6-9 PO
10 shake thumb
11,12 flick off of thumb (PI)
13-15 Wave back PI
16-19 10+6, 10+7, 10+8, 10+9
20 L thumb to index PO
21 L wiggle thumb PI
22 2 2
23 L + wiggle middle finger PO
24 L+4 PO
25 L+ wiggle all three finger PO
26,27,28,29 L+6,7,8,9
30-90 Number +0 PO
22,33,44etc 2 2, 3 3, 4 4, etc
100 1C
hundreds C
Relationship signs
o Family ("F" circle)
o Parents
o Grandmother
o Grandfather
o Aunt (circular)
o Uncle (circular)
o Cousin
o Husband
o Wife
o Daughter
o Son
o Children
o Nephew (shake back and forth)
o Niece (shake back and forth)
o Marry, marriage
o Separated, separate
o Divorce (2 signs, marry no more)
o Back-together, reconciled (lexicon: fingerspelled words that become like signs themselves)
o Friend
o Good-friend
o Go-steady, go together, dating
o Boyfriend (used for intimate relationships only)
o Girlfriend (used for intimate relationships only)
o Roommate (here's the church, here's the people...)
o Grow-up-together
o Partner (share person)
o Relative (“R” friends)
o Step or bonus
o ½
o Great (spell it)
o 2 moms 2 dads (parents)
o Foster (sign comes from the sign HOME use "F")
o Twins (placed on the chin for all genders)
o Grandson
o Granddaughter
o Godmother (etc)
o Fiancé ("F" circle land on ring finger)
o Guardian (legal care person)
o In-laws
child care (baby care) CHILD CARE YOU NEED?
license (L tap together) WORK LICENSE HAVE YOU?
create (from your mind 4 handshapes) CREATE WHAT YOU?
culture WHAT CULTURE YOU FROM?
environment ENVIRONMENT MUST CLEAN
fill out form PAPER FILL OUT CAN YOU?
birth certificate YOUR BIRTH CERTIFICATE HAVE YOU?
fire alarm FIRE ALARM NEED?
coffee COFFEE YOU WANT?
work YOU WORK WHERE? YOU LIKE?
elevator ELEVATOR I MUST WAIT
walk WALK ACCOMPANY-ME?
college COLLEGE FINISH YOU?
finish YOUR COFFEE YOU FINISH?
money YOU HAVE MONEY?
earn/wage YOU EARN HOW-MUCH?
benefits YOUR WORK HAVE BENEFITS?
insurance (health) hEALTH INSURANCE YOU NEED?
vacation VACATION GO-TO WHERE?
christmas
holiday/celebrate\
like
staff
flower
ASL Classes Second Term
Week #1: Time orientations
ASL is always in present time unless you use a tense indicator to change the tense. Tense indicators are placed at the beginnning of the sentences in most situations except for will.
Use your body to deomonstrate time.
past
last
before
present
now
today
yesterday
tomorrow
future
recently
just
later
after awhile
will
morning
noon
afternoon
night
day
week
month
year
Week #2
Directional Verbs
These verbs can change directions to convey meaning. If you pull the sign towards your body it means to help-me, pay-me etc. If you move the sign away from your body it means to pay-you, help-you etc. If you sweep the sign across it means all of you.
Give
Pay
Show
Tell
Ask
Help
Look-at
Send
Friday, November 18, 2011
Friday, November 4, 2011
Creative Book Project: Due Nov. 18th before our class meeting begins
You are to create a story in English with ASL translations. Often times, hearing parents do not read to their Deaf and hard of hearing children. It is not because they do not want to; they do not know how. Early booksharing experiences contribute to higher reading ability in school. Deaf chidlren are not being being exposed to this very important langauge development and the results are devastating. Deaf children read, on the average, at the fourth-grade-level when they graduate from high school.
The Shared Reading Project was developed at Gallaudet University. (SRP) is designed to teach parents and caregivers how to read to their deaf and hard of hearing children using American Sign Language, and to use strategies to make book sharing most effective.
There are 15 principles that are targeted. I want you to focus on these principles as you complete your project.
The Principles
1.Deaf readers translate stories using American Sign Language.
2.Deaf readers keep both languages visible (ASL and English).
3.Deaf readers are not constrained by the text.
4.Deaf readers re-read stories on a storytelling to story reading continuum.
5.Deaf readers follow the child's lead.
6.Deaf readers make what is implied explicit.
7.Deaf readers adjust sign placement to fit the story.
8.Deaf readers adjust signing style to fit the story.
9.Deaf readers connect concepts in the story to the real world.
10.Deaf readers use attention maintenance strategies.
11.Deaf readers use eye gaze to elicit participation.
12.Deaf readers engage in role play to extend concepts.
13.Deaf readers use ASL variations to sign repetitive English phrases.
14.Deaf readers provide a positive and reinforcing environment.
15.Deaf readers expect the child to become literate.
Requirements:
**Students must create a book (basic). They are to write their book in English and provide ASL translations below. Finally, students will sign and record their story. The recording should be 5-7 minutes in length.
• Incorporate the following into your creative book project:
*dialogues between characters and narrator
* Wh questions
*Yes/no questions
* Directional verbs
* Modal (can, should, must, have-to)
* Noun/verb pair
* Use sign vocabulary from units 1-8 (display your knowledge)
* Classifiers
* One or more of the uses of Finish
* Tense indicators
Story example: http://www.youtube.com/watch?v=krxO_HBsuNo&feature=related
Wednesday, October 26, 2011
Midterm Sutdy Tips Units 1-7 (Oct. 28)
Study Guide for Receptive and Written Midterm
Units 1-7
*The Receptive and Written Exam will cover units 1-7 and all information covered in class. This includes information that was not in your book (lectures, films, media clips). There will be specific sections on the exam. These sections are:
•Vocabulary section
•Grammar section (be able to identify specific grammar)(wh?, yes/no?, topics, modals, directional verbs, noun/verb pairs, verb pairs etc.) answer specific questions
•Parameters section testing your vocab knowledge
• Structure, grammar, and culture (True & false, fill in, essay and multiple choice)
• Classifier section: Be sure to be able to identify the concept of a classifier
Half of the exam will be live (instructor (s) will be signing. The other half will be written questions *For all units, be sure to read all grammar and culture notes in your book, review sentence structure and grammar, and review your vocabulary. I recommend studying with a group or a partner. You may want to give each other practice exams. What is listed below is important for the exam however there may be additional information that is not listed here.
Unit 1
Yes/no? Facial grammar
Wh? Facial grammar
Nodding and head shaking
Difference between live and from (culture)
Introductions (names) (culture)
Unit 2
Use of Oh-I-See for feedback
Repeating in your responses
Understanding parameters (rules of signs) (lecture)
Unit 3
Verbs change movement to show meanings (help, show, tell, etc.)
Topic statements – eyebrows raised for topic and appropriate for comment
Signing excuse me and walking between speakers (culture)
Signs are in present time unless you state otherwise
Noun/verb pairs
Unit 4
Colors can appear before or after the noun
Compound sign: look-like
It is always appropriate to describe a person as they look (culture)
Unit 5
Verb pairs
Noun verb pairs (know the movements)
Getting Deaf people’s attention (culture)
Polite ways to ask for help: don’t mind, for me, and don’t care (lecture)
Unit 6
The difference between some noun/verb pairs (nouns are smaller/repeated verbs are larger/one movement)
The concept of all with day, morning, afternoon, evening and all night
Showing emotions
Negatives of like, know and want
Modals showing how something is done
Unit 7
Classifiers (be sure to review websites as well)
Classifiers concepts need to be memorized not labels
Quantifiers..how are they used?
Number incorporation with min, week, month year
Units 1-7
*The Receptive and Written Exam will cover units 1-7 and all information covered in class. This includes information that was not in your book (lectures, films, media clips). There will be specific sections on the exam. These sections are:
•Vocabulary section
•Grammar section (be able to identify specific grammar)(wh?, yes/no?, topics, modals, directional verbs, noun/verb pairs, verb pairs etc.) answer specific questions
•Parameters section testing your vocab knowledge
• Structure, grammar, and culture (True & false, fill in, essay and multiple choice)
• Classifier section: Be sure to be able to identify the concept of a classifier
Half of the exam will be live (instructor (s) will be signing. The other half will be written questions *For all units, be sure to read all grammar and culture notes in your book, review sentence structure and grammar, and review your vocabulary. I recommend studying with a group or a partner. You may want to give each other practice exams. What is listed below is important for the exam however there may be additional information that is not listed here.
Unit 1
Yes/no? Facial grammar
Wh? Facial grammar
Nodding and head shaking
Difference between live and from (culture)
Introductions (names) (culture)
Unit 2
Use of Oh-I-See for feedback
Repeating in your responses
Understanding parameters (rules of signs) (lecture)
Unit 3
Verbs change movement to show meanings (help, show, tell, etc.)
Topic statements – eyebrows raised for topic and appropriate for comment
Signing excuse me and walking between speakers (culture)
Signs are in present time unless you state otherwise
Noun/verb pairs
Unit 4
Colors can appear before or after the noun
Compound sign: look-like
It is always appropriate to describe a person as they look (culture)
Unit 5
Verb pairs
Noun verb pairs (know the movements)
Getting Deaf people’s attention (culture)
Polite ways to ask for help: don’t mind, for me, and don’t care (lecture)
Unit 6
The difference between some noun/verb pairs (nouns are smaller/repeated verbs are larger/one movement)
The concept of all with day, morning, afternoon, evening and all night
Showing emotions
Negatives of like, know and want
Modals showing how something is done
Unit 7
Classifiers (be sure to review websites as well)
Classifiers concepts need to be memorized not labels
Quantifiers..how are they used?
Number incorporation with min, week, month year
Monday, October 24, 2011
Blog #5: Midterm, Time to Review! , sec.001, 002 & 003 all sections
There will be no blog this week. Please just review and prepare for your midterm. Be sure to access the daily log to help you.
Have a great week!
m
Tuesday, October 11, 2011
UWS Blog #1: Can you Read My Lips?
Are you in the right spot? This is for UWS students only!
This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!
Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.
Watch this video.
http://www.youtube.com/watch?v=sUntx0pe_qI
Now watch this video.
http://www.youtube.com/watch?v=1GaKaGwch0U
I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.
Read this article.
http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/
This is an argument for the merits of lip-reading. What are your thoughts on this?
So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.
A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.
Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.
ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.
"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11
This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!
Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.
Watch this video.
http://www.youtube.com/watch?v=sUntx0pe_qI
Now watch this video.
http://www.youtube.com/watch?v=1GaKaGwch0U
I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.
Read this article.
http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/
This is an argument for the merits of lip-reading. What are your thoughts on this?
So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.
A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.
Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.
ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.
"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11
UWS Signing Corner
Post your videos of signing assignment here. You are to sign all of the vocabulary words from Unit 4. Be sure to create a youtube account and link it directly to the blog in the comment section below.
Remember you can use aslpro.com, lifeprint, and signing savvy to help you complete your assignment. This assignment needs to be posted before our class meeting on Monday, October 17.
Good luck,
Monica
Sunday, October 9, 2011
Blog #4: Ahhh those were the days! Sec. 003 (Carla's Class)
Take a moment and think about all the programs you watched as a child. Weren't they great!? Ahh those were the days. Don't we have fond memories of the days of Cookie Monster shoving cookies into his mouth, counting with the Count, and of course who could forget Elmo's pet fish Dorthy and singing little jingles to the tune of "Jingle Bells"? Or wasn't it fun to figure out all the clues in our handy dandy notebooks? And Barney, who could every forget that lovable, yet somewhat annoying dinosaur that taught us to play nice and always share through great songs and dance! Okay, come back to the present! I want you to specifically, think about all the programs that were educational based (Sesame Street, Magic School Bus, Blue's Clues, Liberty Kids, Between the Lions, Arthur, Wishbone, Clifford, Barney, just to name a few!) How did they teach you? What did they teach you? Why did you enjoy them? Why did you (or still do!) want character pj's?
Now how many programs do you know about that were created specifically for Deaf children? Think of any? I have selected two shows that I would like you to watch. The first one is "Signing Time" that can be found on PBS in the mornings and is very popular program. The second one is called, "DeafPlanet" this can be found on the web at http://www.deafplanet.com/en/deafplanet/
Please blog about how beneficial you found these programs to be for Deaf children. What did you find beneficial, entertaining, fun, educational, and cultural? Which one do you think is best suited for Deaf children and why? What audience did these programs have in mind? I have included what I would like you to watch below but feel free to explore the DeafPlanet Website and view Signing Time on PBS for more information. Feel Free to share ANY thoughts, comments and questions with your fellow students other than what I asked you to discuss.
I would like you to watch "Caterpillar Dreams" on Signing Time at http://www.youtube.com/watch?v=gGF3iC0o_1s
I would like you to watch "What Goes Up" on DeafPlanet at
http://www.deafplanet.com/en/deafplanet/
To get to this show you must click Shows and then select "What Goes Up"
Blog #4: Ahhh those were the days! Sec. 002 (Monica's Class)
Take a moment and think about all the programs you watched as a child. Weren't they great!? Ahh those were the days. Don't we have fond memories of the days of Cookie Monster shoving cookies into his mouth, counting with the Count, and of course who could forget Elmo's pet fish Dorthy and singing little jingles to the tune of "Jingle Bells"? Or wasn't it fun to figure out all the clues in our handy dandy notebooks? And Barney, who could every forget that lovable, yet somewhat annoying dinosaur that taught us to play nice and always share through great songs and dance! Okay, come back to the present! I want you to specifically, think about all the programs that were educational based (Sesame Street, Magic School Bus, Blue's Clues, Liberty Kids, Between the Lions, Arthur, Wishbone, Clifford, Barney, just to name a few!) How did they teach you? What did they teach you? Why did you enjoy them? Why did you (or still do!) want character pj's?
Now how many programs do you know about that were created specifically for Deaf children? Think of any? I have selected two shows that I would like you to watch. The first one is "Signing Time" that can be found on PBS in the mornings and is very popular program. The second one is called, "DeafPlanet" this can be found on the web at http://www.deafplanet.com/en/deafplanet/
Please blog about how beneficial you found these programs to be for Deaf children. What did you find beneficial, entertaining, fun, educational, and cultural? Which one do you think is best suited for Deaf children and why? What audience did these programs have in mind? I have included what I would like you to watch below but feel free to explore the DeafPlanet Website and view Signing Time on PBS for more information. Feel Free to share ANY thoughts, comments and questions with your fellow students other than what I asked you to discuss.
I would like you to watch "Caterpillar Dreams" on Signing Time at http://www.youtube.com/watch?v=gGF3iC0o_1s
I would like you to watch "What Goes Up" on DeafPlanet at
http://www.deafplanet.com/en/deafplanet/
To get to this show you must click Shows and then select "What Goes Up"
Blog #4: Ahhh those were the days! Sec. 001 (Monica's Class)
Take a moment and think about all the programs you watched as a child. Weren't they great!? Ahh those were the days. Don't we have fond memories of the days of Cookie Monster shoving cookies into his mouth, counting with the Count, and of course who could forget Elmo's pet fish Dorthy and singing little jingles to the tune of "Jingle Bells"? Or wasn't it fun to figure out all the clues in our handy dandy notebooks? And Barney, who could every forget that lovable, yet somewhat annoying dinosaur that taught us to play nice and always share through great songs and dance! Okay, come back to the present! I want you to specifically, think about all the programs that were educational based (Sesame Street, Magic School Bus, Blue's Clues, Liberty Kids, Between the Lions, Arthur, Wishbone, Clifford, Barney, just to name a few!) How did they teach you? What did they teach you? Why did you enjoy them? Why did you (or still do!) want character pj's?
Now how many programs do you know about that were created specifically for Deaf children? Think of any? I have selected two shows that I would like you to watch. The first one is "Signing Time" that can be found on PBS in the mornings and is very popular program. The second one is called, "DeafPlanet" this can be found on the web at http://www.deafplanet.com/en/deafplanet/
Please blog about how beneficial you found these programs to be for Deaf children. What did you find beneficial, entertaining, fun, educational, and cultural? Which one do you think is best suited for Deaf children and why? What audience did these programs have in mind? I have included what I would like you to watch below but feel free to explore the DeafPlanet Website and view Signing Time on PBS for more information. Feel Free to share ANY thoughts, comments and questions with your fellow students other than what I asked you to discuss.
I would like you to watch "Caterpillar Dreams" on Signing Time at http://www.youtube.com/watch?v=gGF3iC0o_1s
I would like you to watch "What Goes Up" on DeafPlanet at
http://www.deafplanet.com/en/deafplanet/
To get to this show you must click Shows and then select "What Goes Up"
Wednesday, September 28, 2011
Monica's Test Corner: Exam Friday, Sept. 30
ASL 1111, 001& 002
Exam #1 Units 1-3, class lectures, and class blog
• Be able to identify similar sign vocabulary
o School, pay, nice, college
o Know ALL the concepts (repeat, again)
• Be able to identify specific grammar
o Whq
o Yes/no questions
o Affirmative statements
o Negative statements
• Be able to answer ASL questions
**I sign: YOUR STUDENT YOU?
** You write: Yes, I am a student. (english)
• Be able to recall all grammar and culture notes
**parameters, etc.
Exam #1 Units 1-3, class lectures, and class blog
• Be able to identify similar sign vocabulary
o School, pay, nice, college
o Know ALL the concepts (repeat, again)
• Be able to identify specific grammar
o Whq
o Yes/no questions
o Affirmative statements
o Negative statements
• Be able to answer ASL questions
**I sign: YOUR STUDENT YOU?
** You write: Yes, I am a student. (english)
• Be able to recall all grammar and culture notes
**parameters, etc.
Friday, September 23, 2011
Blog #3, sec. 003: The Life of An ASL Interpreter
NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.
The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.
http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded
What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.
Post your comments below.
On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....
Blog #3, sec. 002, The Life of An ASL Interpreter
NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.
The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.
http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded
What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.
Post your comments below.
On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....
Blog #3, sec. 001: The Life of An ASL interpreter
NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.
The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.
http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded
What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.
Post your comments below.
On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....
Friday, September 16, 2011
Carla's Tutor Corner, Sec. 003 (week 11, Nov. 14-17)
WEEK 15
ATTENTION: ASL 1111, SEC. 003 (Carla’s Classes only)
Signing Practice Sessions: 10%
Once every two weeks students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.
Signing Practice Sessions: 10%
Once every two weeks (001 is Even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615.. Each session will be graded on a pass or fail basis.
Signing Practice Sessions: 10%
Once every two weeks (001 is even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.
This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.
Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an out line to review.
Wednesday, September 14, 2011
Monica's Tutor Corner, Sec. 001, week 14 (Dec.5-9)
WEEK 14
ATTENTION: ASL 1111, SEC. 001 (Monica’s Classes only)
Signing Practice Sessions: 10%
Once every two weeks (001 is Even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615.. Each session will be graded on a pass or fail basis.
Signing Practice Sessions: 10%
Once every two weeks (001 is even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.
This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.
Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an out line to review.
Monica's Tutor Corner, Sec. 002 (week 13, Nov. 29- Dec. 2)
Signing Practice Sessions: 10%
Once every two weeks (002 is odd weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.
This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.
Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an outline to review.
Monica and Carla's Daily Log sec. 001, 002, 003(added to weekly on HERE) ASL 1111, sec. 001 & 002 (Monica's Classes Only!)
Daily log #1 (get it log??!!) This picture is a perfect example that this word has multiple meanings and conceptually must be signed differently!
*****Carla's Class.....please review all information on this blog with the exception of story vocab.*******
*****Some signs are what we call, iconic. This means they resemble the “real” thing. However, most signs are arbitrary and do not have any reason or rhyme.**Grammar
• Gender signs and placements
• Female = lower portion of the face
• Male = higher portion of the face
Fingerspelling
• ABC
• Meet and mingle
o Hello
o My name M-O-N-I-C-A
o Your name what? NAME YOU?
Facial grammar for (Wh) questions: eyebrows down
o Nice meet-you
o Meet All students
• Recognize when fingerspelling
o Do not bounce
o If a double letter, slide hand or slight bounce
o Hold arm comfortably and facing outward
o Do not move right or left. Stay in one place
o Pay attention to E, A,S,I, D,K,V,
My suggestions tend to follow a lot of the same rules that apply to teaching a child to read:
1. Practice, practice, practice...the more you work on reading other people's fingerspelling, the better you will get. Everyone's fingers are different so it is important to practice with many different partners in order to experience all the styles of hands. (Unfortunately not everyone has long easily read fingers!)
2. Don't get stuck on reading each letter as an individual letter. Instead think of it and the "shape" of the word. Watch for double letters and the beginning and ending letters. You should be able to fill in the rest with the contextual clues (much like you do with reading an unknown word in a sentence in a written passage).
3. Instead of saying each letter as you are seeing it, say each SOUND. (You are basically sounding it out.) This will help as you are trying to figure out the word. That way when you miss a letter here and there, by sounding it out you will be able to fill in the blanks.
Finger spelling, hands-down is one of the trickiest parts of the language. Don't get too frustrated. Take it slow at first. Don't be afraid to ask a deaf person to "spell it again please", they more than likely will be happy to repeat themselves.
Some of the abc’s are easier to see than others.
• Easier to identify so look for them…..B, C,D,F,H,I,J,K,L,R,U,V,W, X,Y, Z
• A bit more tricky…..a,e,g,m,n,o,p,q,s,t,
Book Usage
• How do you use this book?o This book is meant to be used as a guide. You cannot learn ASL from using only the text book. You must show up to class everyday!
o Vocabulary is at the end of each unit. Start there. Several signs will have more than one English words that matches their concept. Be sure to memorize them both.
o Each unit has grammar. Be sure to read this over carefully before each class meeting.
o Each unit has dialogues. These are included in your DVD. Watch your unit at home several times and sign with it. These dialogues are written in ASL. ASL is not meant to be a written language so keep in mind that this is to help you understand the grammar and structure. English translations are in the back of your book to help you understand.
______q________ means eyebrows are raised
______whq______means eyebrows are lowered
If you see a hyphen between words it means that it is only one sign
o Read all of the culture notes.
o Activities will be utilized during class time as well as others that I will add that are not in your book.
o I encourage you to write in your book. Add notes that I discuss during class.•
Grammaro
ASL has no articles
o Pronoun placement
o Yes/no questions
o Wh questions
o Negatives and affirmatives
o Facial expression
o dialogues
• Activities in the unit
Vocabulary
• Show sign
• Again, show sign
• Class signs back
• Make sentence
• Don’t sign it back
• Just watch
o Why?
o Learning vocabulary, don’t know all signs in sentence
o Learning new signs, you don’t know when the sign starts and stops
o Help you see how signs work in a sentence (for future)
Textbook signs
Pronouns(index)
I, me
You
He/She/It (index left or right)
We
They (higher)
You (plural) (lower)
Possessive (Ownership)(flat palm)
My
Your
His/Hers/Its (left or right)
Our, ours
Their, theirs
Your, yours (plural)
Wh Question Signs(eyebrows need to be lowered)
Who
Where
People
Student (learn er)(agent marker)
Teacher, professor (all knowledge in my brain goes to you!)(agent marker)
Man (gender placement higher)
Woman (gender placement lower)
Girl (originated from: bonnets girls wore with ribbon on cheek)
Boy (originated from: caps boys wore)
Mother (gender placement lower)
Father (gender placement higher)
Sister (originated from: girl same family)
Brother (originated from: boy same family)
Places
California, gold (like earrings. originated from: found gold in California)
New York (New York is dirty clean it up!)
Other Vocab
Yes (must nod)
No (must shake head back and forth)
Don’t-know
Not
Deaf (originated from cannot speak or hear)
Hard-of-hearing (h handshape, start in center of body and move away)
Hearing (person), say, speaking (hearing people speak)
Hello, hi
Name (repeat movement)
Live, life (2 signs)
From
Nice, clean, pure
Meet-you (keep sign upward but may move directionally)
REMEMBER
I not the same as MY
Eyebrows down for Whq
If you don’t have facial grammar, you are not signing!
Grammar•
Sentence structure of ASL
o No articles
Is, was, are, were – all not in ASL
• Visual language
• English and ASL differ here
o English
You are my mom
o ASL
Pronoun placement can be at the beginning, the end or both. Both methods are preferred by Deaf people.
• My mom you
• You my mom you
• You my mom
• Page 6 in book for help
• When a question is asked to you, repeat the question in your response
• Exercise 1C (page 7)
o #3
o English – Are you a student or a teacher?
o ASL – You student, teacher, which? (eyebrows DOWN)
o
Monica's Class Only
In Class Vocabulary:
Story Time – Crab
• Son
• mom
• Dead
• Prayer
• Crab
• Washing-clothes
• Later
• Heaven (mime)
• Cry
• Nap/Sleep
• Story
• Search
• Outside (Minnesota sign)
• Day
• Kiss
• TV
• Long ago
• Detergent (mime)
• Open door (mime)
• Blanket
• Where
• Can’t
• Sorry
• Box
• Don’t know
• Not
•
Parameters
• Signs have rules
• 5 rules
o Location
o Handshape
o Movement
o Palm Orientation
o Facial Grammar
Remember you can go to aslpro, lifeprint, or signingsavvy to help you remember signs here.
Deaf Culture and Language Club
When? Tonight 7:00
Location will be emailed.
BE THERE!!
Daily Log 9/21/11
Vocab
-Teach, educate (from my mind to yours)
-Learn, acquire (information being to your brain)
-Class
-Course (down the list of things to teach)
-College, university
-School
-Residential School, school for the Deaf, STATESCHOOL
-Mainstream (hearing or public school)
-**Mainstream with one means one Deaf student in a mainstream school
-Sign, sign language
-Fingerspell
**Can mean spell and ABCs
-Pencil, pen
-Paper
**Page
-Book
-Which (eyebrows down)
-Why (eyebrows down)
-Take-up, adopt
-One
-Understand
-sentence
-Called, named (not to be confused with name)
-Pay Attention
-Oh-I-See (feedback/nose wiggle)
--Mean, meaning
-Explain, describe
-Again, repeat
-Please
-Have, ownership
-More
-There (approximation)
-There (specific)
-Here (2 signs)
-Same-as-me/you
-Accept
-More
-Nice
-Finally! (PAH)
-from
-practice
Pronoun Placement
-I student I (best choice to use)
-Student I All Correct
-I student
Affirmatives and Negatives
-Nod or shake head with statements
Sentence Types
-Yes or No? – eyebrows UP
-Wh? – eyebrows Down / must also lean forward
Grammar/Visual Feedback
-must use correct facial grammar (lean forward/ correct placement/ parameters/ eyebrows ↑ or↓
-must be engaging –ohh-i-see (nose up) don’t stare with a blank face
Notes
-Quiz FRIDAY (9/23) need to know all Vocab
-Unit Test Chapters 1-3 the following Friday (9/30)
-if you get more then 3 wrong or more, you NEED to go to TUTORING every week!
Grammar cont.
The grammar differences of English and ASL
ENGLISH: The bird is sitting on the fence.
--object-subject-verb--
ASL: FENCE BIRD SIT
--object-subject-verb --
-In some cases there is not a subject, object and verb then you look for the TOPIC
Example:
English: I am taking up ASL.
ASL CLASS I TAKE UP I (book shows this opposite but I want you to focus on topic first as we learn
⋆ ⋆ We will Sign these sentences on Wednesday Sept. 28th. PAY ATTENTION TO FACIAL GRAMMAR!
WRITE SENTENCES DOWN AND WRITE WHAT YOU NEED TO DO FOR FACIAL GRAMMAR.
______n___________
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
________________whq_____________
2. YOUR COLLEGE WHERE?
______________ n_
3. BOOK I HAVE NOT.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?
5. SIGN LANGUAGE ,I LOVE!
____whq________
6. WHY YOU HERE?
___nodd_____
7. ASL I LEARN.
______q_______
8. YOU STUDENT?
_______q_______
9. YOU TEACH ASL?
_____________whq______
10. YOUR SCHOOL WHERE?
_________whq_____
11. MY CLASS WHERE?
____________whq_______
12. COURSE CALLED WHAT?
13. PLEASE AGAIN, EXPLAIN MORE.
______nod______
14. MY CLASS THERE.
____whq___
15. WHO YOU?
Daily Log
September 26, 2011
In Class Vocabulary
• Story Time: “Jumping on the Bed”
o Parents
o Sister
o Grandma
o Neighbor friend
o Bed
o Jump
o Please
o Day
o Heaven
o Saw
o Shhhhhh!
o Shoes
o Later
o Home (eat and sleep)
o House
o Date night
o Good
o Angel (wings)
o Cards
o Cooking
o Cooking (stirring mime)
o Broke
o Game
o Play
o Excited
o Help-me
o Help-you
o Cl: 1 (means a person or upright animal)(not responsible for)
o I love you
o Ready
o Fine
o Sleep
o #do (not responsible for)
o Box/room
• Vocabulary Unit 3
o Thank-you, good (passive hand may act as base), your welcome (will know based on content of sentence)
o Thanks-a-lot
o Excuse-me, pardon-me, forgive
o Sorry, apologize
o Sure, really, true (all different facial grammar)
o Library
o Bookstore (compound sign with two signs joining to become one)
o Cafeteria (think of wiping mouth with napkin neatly)
o Television
o Restroom, toilet #1 (informal)
o Restroom, toilet #2 (formal)
o Desk, table (2x)
o Chair (2X)
Directional Verbs
• Directional verbs change movement to convey meaning. You do NOT sign the pronouns with these, the movement does this for you.
o Ask (directional verb)
o Help (directional verb)
o Tell (directional verb)
o Show, example (directional verb)
o Look-at, watch (directional verb)
o Pay (DV)
o Give (DV)
o Send (DV)
Location Verbs
o Go-there (DV)
o Come-here(DV)
o Bring-here(DV)
o Carry-there(DV)
o Move-there,
o move-here(DV)
o Come-on
o Accompany, go-together (not ever a DV)
o Fine (bounce on chest), great(pull away from chest), cool(wiggle fingers)
o Can (do not bounce wrist)
o Wait-one-minute (can be directed a person interrupting to wait until eye contact can be made)
o Hurry, rush
o What (wh-question eyebrows down)
o What (list, not question)
o Need, should (2x)
o Box, room
o Now (1x), today (2x)
Wednesday Sept. 28th
ASL Grammar Practice
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
a. I do not understand could you explain again please.
________________whq_____________
2. YOUR COLLEGE WHERE?
a. Where is your college?
______________ n_
3. BOOK I HAVE NOT.
a. I do not have the book.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?
a. Are you mainstreamed or go to a stateschool
Or becomes which
5. SIGN LANGUAGE I LOVE!
a. I love sign language
____whq________
6. WHY YOU HERE?
a. Why are you here?
___nodd_____
7. ASL I LEARN.
a. I am learning ASL.
______q_______
8. YOU STUDENT?
a. Are you a student?
_______q_______
9. ASL YOU TEACH?
a. Do you teach ASL?
_____________whq______
10. YOUR SCHOOL WHERE?
a. Where is your school?
_________whq_____
11. MY CLASS WHERE?
a. Where is my class?
____________whq_______
12. COURSE CALLED WHAT?
a. The course is called what?
13. PLEASE AGAIN, EXPLAIN MORE.
a. Please explain more again.
______nod______
14. MY CLASS THERE.
a. My class is over there.
____whq___
15. WHO YOU?
a. Who are you?
1. Teacher please help-her
a. TEACHER HELP-HER PLEASE.
2. I need help!
a. I NEED HELP-ME.
b. HELP-ME I NEED.
3. Can you ask your mom her name?
a. YOUR MOM, HER NAME ASK-HER CAN YOU?
4. Can you send me a box?
a. BOX SEND-ME CAN YOU?
5. I can send you a box.
a. BOX SEND-YOU CAN I.
6. Pay me today!
a. TODAY, PAY-ME
7. Please ask the girl over there her name.
a. GIRL THERE, HER NAME, ASK-HER
October 3, 2011
Monica's Class only
Story Time: Halloween Night (most of these signs you can find in your book, if not take advantage of the sites that I gave you)
• Halloween (like a mask)
• Night (like the sun going down)
• Witch
• Box (explained one costume was a dice other a rubix cube)
• Paint
• Trick or treat (trick and candy)
• Explain
• Brown
• Blue
• Blonde
• Cousin (s) (female placed near lower portion of face, male the upper portion and both male and female are in the center portion of the face)
• Family
• Alone
• Door
• Fall
• You okay?
• Aunt
• Pregnant
• Stuck
• Candy
• Green
• Several classifiers (will learn at later date)
• Black
• Look-alike
• twins
• fish
• argue or fight
• mad/angry
• fair/equal
• help-me
• yelling
• house
• walk
• cute
⋆ Vocab Unit 4 ⋆
-red
-yellow
-blue
-green
-brown
-black, black person
-white (orginiated from ruffles on mens shirts)
-pink (middle finger touches lip)
-purple
-gray (fingers need to be open)
-orange (color and fruit)
-dark (added from lecture)(can be found in book)
-light (added from lecture)weight too)(can be found in book)
-bright (added from lecture)(facial- exag. Movement)
-dress, clothes
-hat, cap
-shirt, blouse ( 2 signs)
-skirt
-coat, jacket
-hair
-eyes
-ears
-nose
-mouth
-tall (2 signs)
-thin
-beard
-small, short
-pretty
- beautiful
-ugly
-white-person
-smart, intelligent
-friendly, pleasant, cheerful
-arrogant, egotistical (CHA facial grammar)
-stuck-up, snob, snobbish
-good (same as thank you)
-bad, evil
-sweet-natured
-appearance, looks, face
***different from book example***
-taste (placed on mouth) -prefer (placed on chin)
-smell, scent, odor
-sound, hear (not listen)
-same, like, alike
-see, sight (NOT same as LOOK, palm orientation is inward with SEE)
-right
-wrong, mistake
***different from book example***
-not-yet (2x tongue slightly extended), late (1x, swift movement)
-that-one (can also be signed with sign THAT and then ending in an index finger)
Look-alike (compound word) – two signs needed when used and signs will modify and change when joined as one.
Week 6 October 10-14Translate the following sentences into ASL. Look for the topics in each sentence.
When creating sentences in ASL look for the topic.
• BUT! These often go first if they are not present then the topic is placed first. These kinds of sentences do not always have subject, object and verbs.
o Tense
o Tactful signs (please, sorry, excuse me, etc)
1. Thank you! I love the box!
a. THANK-YOU, BOX I LOVE.
2. Do you see the boy there with the wavy hair? He is cute.
a. SEE BOY THERE HAIR WAVY, HE CUTE.
3. The woman over there with the orange jacket is angry.
____________t___________________
a. WOMAN THERE JACKET ORANGE, SHE ANGRY.
4. The teacher is friendly
a. TEACHER SHE/HE, FRIENDLY
5. I am sorry you need to go to the library.
a. SORRY, LIBRARY YOU NEED GO-TO
b. I SORRY, LIBRARY YOU GO-TO NEED
6. Excuse me, can you tell me where the restroom is?
a. EXCUSE ME, RESTROOM WHERE, TELL-ME CAN YOU?
7. Where is the cafeteria?
a. CAFETERIA WHERE?
8. Would you please tell your mother hello?
a. PLEASE, YOUR MOTHER, TELL-HER HELLO
9. My desk is nice.
a. MY DESK, IT NICE
10. The boy is looking at me.
a. BOY HE LOOK-AT ME
11. I am going to the bookstore today.
a. TODAY BOOKSTORE I GO-TO
12. Today, I gave my mom the paper.
a. TODAY, MY MOM, PAPER GIVE-HER
13. I need to pay you today.
a. TODAY PAY-YOU I NEED
14. Please show me your room.
a. PLEASE YOUR ROOM, SHOW-ME
15. Can you help me please?
a. PLEASE HELP-ME CAN YOU?
16. Hurry! I need to go to the bathroom!
a. HURRY, BATHROOM GO-TO I NEED!
17. Wait a minute please, I am reading the book.
a. PLEASE, WAIT-A-MINUTE, BOOK I READ
18. I moved to CSS.
a. CSS, I MOVE-TO
Text Vocab.
Noun/Verb Pairs
Nouns are smaller or repeated
Verbs are larger or one movement
***this does not mean all nouns and verbs this is for noun/verb pairs
∗∗ Vocab ∗∗
-open-door
-close-door
-open-window
-close-window
-open-drawer
-close-drawer
-open-book
-close-book
-turn- on (knob-type switch)
-turn-off (know-type switch)
-turn-on (light)
-turn-off (light)
-turn-on (every-type of switch)
-turn-off (lever-type of switch)
-turn-on/off (push-button type switch)
-write (larger)
-drive
-ride-bicycle
-chair
-door
-window
-drawer
-book
-pencil, pen
-car, automobile
-bicycle
-a-little
-hot
-cold
-warm
-cool
-stand-up, get up
-go-ahead, go on, proceed
-start, begin, initiate, originate
-don’t mind, don’t care
-take (directional)
-garbage
-Throw-out, throw away
-Owe-me (show-me is directional this sign is not)
-for
-for? (eyebrows down make this a question)
-read
-can’t
-answer, respond
-self (yourself, myself depending on placement)(can be take care of yourself too)
-won’t, refuse
Monica's class only
Story: Oops!
-dye
-blonde
-yellow
-cut
-scissors
-water
-store
-14
-18
-age/old
WEEK 7
October 17th
Number Memorization Help
1-5 in or out palm (PI,PO)
6-9 PO
10 shake thumb
11,12 flick off of thumb (PI)
13-15 Wave back PI
16-19 10+6, 10+7, 10+8, 10+9
20 L thumb to index PO
21 L wiggle thumb PI
22 2 2
23 L + wiggle middle finger PO
24 L+4 PO
25 L+ wiggle all three finger PO
26,27,28,29 L+6,7,8,9
30-90 Number +0 PO
22,33,44etc 2 2, 3 3, 4 4, etc
100 1C
hundreds C
Daily Log: Week 7
October 19, 2011
Unit 6
Book Vocabulary
Parts of the Day (follows the sun)
Day
Night, evening
Morning
Afternoon
Noon
Adjectives
Surprised, amazed
Enthusiastic, eager, motivated
Happy
Satisfied (may drop passive hand)
Happy
Sad
Mad, angry
Cranky, mad, grouchy
Excited
Nervous, anxious
Upset
So-so
Sleepy (2x)
Hungry, starving (1x only 2x is Horney)
Tired, exhausted (specific facial grammar and exaggerated movement is need for understanding which)
Sick (one handed or two)
Don’t like (twist outward)
Don’t want (twist outward)
Must, have-to (1x)
Will, future
Can, possible, able
Should, need (2x)
How (2 signs, how-wiggle)
Wrong, mistake
Late (1x)
Roll-around
Coffee (stir)
Wow
Show-up, appear (po outward inward is tampon)
Calm-down, take it easy
Want, desire
Like
Stink
Worry
Pass (exams)
Flunk
Test, exam (question marks on paper)
Stop, cease
Grammar
Concept of all with parts of the day
Movement changes with parts of the day to convey meaning. Movement is slowed and exaggerated.
All-day
All-morning
All-afternoon
All-night (overnight) 11pm-6:00 am
All-evening 6pm-12:00am
ASL Slang: Very Interesting
258! The handshapes used to create this sign becomes a slang.
Come from the signs very interesting
Daily Log: October 24, 2011
Classifiers:
This is a basic definition of classifiers. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Classifiers are NOT signs, they cannot be used in isolation.
Classifiers
See pages 84-85 in your book. These classifiers are used as predicates. The Classifier predicates indicate an object in these examples listed in your book.
http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm
Vocabulary
Time (can incorporate numbers up to 9 except for year)
• Minute (resembles a clock)
• Hour (resembles a clock)
• Week (go across the week)
• Month (go down the month)
• Year (earth revolves around the sun)
Quantifiers (can appear before or after the noun)
• A-few
• Some
• Several
• Many (up or down)
• How-many (eyebrows downward)
Fruit
• Apple
• Orange
• Grapes
• Peach
Clothes
• Skirt
• Pants
• Shoes
• Socks
• Shirt (2 signs)
• Tie
• Belt
Dishes and silverware
• Glass (larger movement)
• Plate
• Bowl
• Cup
• Fork
• Spoon
• Knife
Other vocabulary
*gone (can be a tactful way of expressing you are sorry someone has died)
*Kitchen (two signs)
*table
*newspaper (gossip on paper)
*letter
*candy
*touch
*better
*hide
*leave-there
*think
Vocabulary Sentences: Translate and sign these in ASL.
1. I must read a book for 10 minutes.
2. I sleep 8 hours.
3. Our class is 15 weeks.
4. School is 9 months.
5. My teacher has been teaching for 13 years.
6. I have a few pairs of shoes.
7. Do you want some apples?
8. I have several pairs of socks.
9. I have many books.
10. Do you like oranges?
***remember…. Look for the topic in each sentence. Times are indicated here, not tense.****
Week 9: Oct 31.- Nov. 4
• Chapter 8 Vocab
• Grammar – tense indicators, uses of finish, number incorporations
Textbook Vocabulary
Relationship signs
o Family
o Parents
o Grandmother
o Grandfather
o Aunt (circular)
o Uncle (circular)
o Cousin
o Husband
o Wife
o Daughter
o Son
o Children
o Nephew (shake back and forth)
o Niece (shake back and forth)
o Marry, marriage
o Separated, separate
o Divorce (2 signs)
o Back-together, reconciled (lexicon: fingerspelled words that become like signs themselves)
o Friend
o Good-friend
o Go-steady, go together, dating
o Boyfriend (used for intimate relationships only)
o Girlfriend (used for intimate relationships only)
o Roommate
o Grow-up-together
Monica's class onlyFrom Lecture added family Vocabularyo Partner (share person)
o Relative (“R” friends)
o Step or bonus
o ½
o Great
o 2 moms 2 dads (parents)
o Foster (sign comes from the sign HOME)
o Twins
o Grandson
o Granddaughter
o Godmother (etc)
o Fiancé
o Guardian (legal care person)
o In-laws
Tense Indicators (use your body to set up time)
o Now, today
o Today
o Yesterday, past
o Recent, recently
o Just (sharper and one movement)
o Long-ago
o Before
o Tomorrow
o Will, future
o Later
o After-awhile
o Far-in-future
Finish (this is not used like the others that are placed in the tense areas of the body
General
o #all (lexicon: fingerspelled words that become like signs themselves)
Can be moved
o Since
o Of-course, naturally
o Really
o Realize, reason
o Long
o Short
o Time
o Birthday
Regional
There are 99 signs for birthday
o Seem, appears
o With, together
o Finish
o Movie
Monica's class only
Family Discussion
• Explain 4 family members
o Relationship to you
o Age
o Look- like
o Personality
• Tense Indicators
o ASL is always in present tense unless you use a tense indicator to change it.
o Tense indicators more often than not go at the beginning of the sentence.
Exception – will (placed at end)
o Past indicators are signed moving backwards
o Present indicators stay in front and move up or down
o Future indicators are signed moving forwards
Exception – finish
• Uses of Finish
o Stop it!
Quick, once
o Bad joke stop!
Fish
o That’s all
Closer to body, repeated
o Tense indicator
o All done (?!.)
Bigger motion, once
Different for each punctuation
o All signed a little differently
• Number incorporations
o 1-9 become part of the sign (book says 5, but you can do 9)
o 10+ must be signed prior to the sign
o Learned number 1-20
TENSE PRACTICE!
1. I will go to school tomorrow.
2. Yesterday I went the bookstore.
3. I recently saw the movie called, “How to Train Your Dragon”.
4. My sister has been married for 10 years!
5. I will finish school someday (future)!
6. My class will finish in 6 weeks.
7. I have class today not tomorrow.
8. I saw my cousin yesterday.
9. I will see my family tomorrow.
10. Later I will sign with friends.
TOMORROW SCHOOL I GO
YESTERDAY CHICKEN I ATE
RECENTLY MOVIE I SAW
MY SWEETHEART TWO-OF-US GO-TOGETHER 8 YEARS
ANGELA SHE MARRIED 9 YEARS WOW
FAR- IN- THE FUTURE SCHOOL I FINISH WILL(will is often placed at the end not the beginning)
CLASS FINISH 6 WEEK (SAD FACE)
EVERY SUNDAY CHURCH I GO
LAST NIGHT BOOK I READ
NOW CLASS HAVE I
TODAY CLASS I HAVE I
WEDNESDAYS DANCE CLASS I HAVE
LATER SIGNING LUNCH COOL
LAST WEEK FAMILY I SAW
LAST MONTH GRANDMA SICK
Week 13
Grammar: UNIT 10 (vocab continue from week 12)
sunday
monday
tuesday
wednesday
thursday
friday
breakfast (2 signs)
lunch (2 signs) l placed on chin
dinner (2 signs) d placed on chin
eat
full, not hungry
cook
bake
drink
coffee
tea
sometimes
often, frequently
always
never
from time to time
during, while
everyday
basement
garage
kitchen (3 signs)"K" sign cook or cook room
floor
furniture
up, upstairs
down, downstairs
Lexicons or fingerspelled words that have become signs themselves
#do
#what
#job
#busy
#if
truck
doctor
nice, clean
clean-up
retire, off
vacation is a different sign ("5" handshape on chest)
most
out
in
flower
get, recieve
church
temple
rest, relax
tired
walk
little, small
big, large
Classifiers: HANDSHAPES THAT ARE NOT SIGNS THAT REPRESENT THINGS
Helpful websites:
http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm
Predicates that indicate size and shape
• CL: C (ARROWS) THICKISH OBJECTS
• CL: B FLAT OBJECTS
• CL: 11 OUTLINE OF SHAPES
Classifiers that indicate categories
• CL: Y AIRCRAFT WITH WINGS
• CL: A OBJ. THAT DO NOT MOVE
• CL: V (UPSIDE DOWN) UPRIGHT ANIMALS AND PEOPLE
• CL:1 UPRIGHT ANIMALS AND PEOPLE
• CL: V CROUCHED ANIMALS OR PEOPLE
CONCEPT OF EVERY
• MORNING, AFTERNOON AND NIGHT
o SWEEP ACROSS BODY LIKE MOVING ACROSS the WEEK
Unit 11
Vocabulary
Monica's Class *Story: Is That a Chicken?"
Vocab.
o Vocabulary
Food
#Veg
Soup
Chicken, bird
Potato
Salad
Ice-cream
Bread
Cheese
Egg
Meat
Butter
Sugar
Cereal
Spaghetti
Salt
Pepper
Water
Milk
Wine
Pop
Shopping
Store
Buy
Cost (remember Monica's class learned a different sign from the book for this sign)
Worth
Value – three different
Expensive
Cheap
Total, sum
Dollar
Money
Cant
Wont
Increase
Decrease
Easy
Hard
Think-of
Run-out
Deplete
Hear, sound
Cabinet, cupboard
Lecture, speech
Earthquake
Make
First
Cup
Shocked
Awful, terrible
Home
Wind
Party
Sentences using targeted vocabulary
Add the proper facial grammar needed to each.
• WOW, MY SHIRT EXPENSIVE!
• THAT STORE THERE, IT CHEAP.
• POTATOES WITH CHEESE, I LOVE.
• TOMORROW STORE, I GO-TO WILL.
• CHICKEN, MEAT, YOU EAT?
• YOUR FAVORITE MOVIE WHAT?
• VEG YOUR FAVORITE WHICH?
• BREAD + BUTTER YOU LIKE?
• MONEY, GIVE-YOU I WON’T.
• MY JACKET, IT MADE CHEAP. NEW JACKET BUY I MUST.
• SCHOOL EXPENSIVE! THINK YOU?
• SCHOOL COST INCREASE. #DO?
• YOUR TOTAL WHAT?
• MY FOOD RUN-OUT. MORE GET CAN’T MONEY HAVE NONE.
• EARTHQUAKE THERE CALIFORNIA, SHOCKED I.
Unit 12
Vocabulary (be mindful of the noun-verb pairs)
CALL-BY-PHONE
TELEPHONE
FLY
AIRPLANE
DRY-HAIR
HAIRDRYER
PIUT-ON-HEARING-AID
HEARING-AID
TYPE
TYPEWRITER
PUT-ON-WATCH
WATCH
PUT-IN-GAS
GAS
RIDE-BICYCLE
BICYCLE
SANDWICH
BEER
COKE
PEPSI
NUTS, PEANUTS
POPCORN
FISH
MOTOR, MACHINE, ENGINE
BREAKDOWN
BATTERY
ELECTRIC
FLAT-TIRE
ANY
STRUGGLE
SHUTDOWN
WEAR-OUT
BREAK
MAYBE
FAIL
SUCCEED
SUSPECT
COMPUTER (1,2)
DECLINE
CONFLICT
ALL-RIGHT
SAVE
MEASUER
WEIGH
BUSY
STUCK
Monday, September 12, 2011
Blog #2: Can You Read Lips? sec. 003
This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!
Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.
Watch this video.
http://www.youtube.com/watch?v=sUntx0pe_qI
Now watch this video.
http://www.youtube.com/watch?v=1GaKaGwch0U
I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.
Read this article.
http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/
This is an argument for the merits of lip-reading. What are your thoughts on this?
So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.
A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.
Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.
ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.
"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11
Blog #2: Can You Read Lips? sec. 002
Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Monday afternoon. Students are required to comment on my posting before Wednesday class meeting and then comment on another students comment before Friday class meeting. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.
This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!
Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.
Watch this video.
http://www.youtube.com/watch?v=sUntx0pe_qI
Now watch this video.
http://www.youtube.com/watch?v=1GaKaGwch0U
I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.
Read this article.
http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/
This is an argument for the merits of lip-reading. What are your thoughts on this?
So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.
A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.
Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.
ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.
"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11
Blog #2: Can You Read Lips? sec. 001
Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Monday afternoon. Students are required to comment on my posting before Wednesday class meeting and then comment on another students comment before Friday class meeting. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.
This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!
Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.
Watch this video.
http://www.youtube.com/watch?v=sUntx0pe_qI
Now watch this video.
http://www.youtube.com/watch?v=1GaKaGwch0U
I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.
Read this article.
http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/
This is an argument for the merits of lip-reading. What are your thoughts on this?
So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.
A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.
Remember - . Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.
ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.
"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11
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