Daily log #1 (get it log??!!) This picture is a perfect example that this word has multiple meanings and conceptually must be signed differently!

*****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.**
INTRO LECTURE:
Discussed family (Katie, Liam, Cherie, Nuamin)

Ages 12, 10, 4
Hearing and Deaf

Adopted/Birth
Son, Daughter, Partner

VOCABULARY:
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,

CLASS ACTIVITY
Meet and Mingle using ASL

ASL CONVERSATION

HELLO. MY NAME -----
 --whq-------
NAME YOU?

NICE MEET-YOU!



CLASS INFORMATION
Book Usage and Syllabus
• 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.•