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Clerc Center
K-12 ASL Content Standards
Setting a higher standard
The K-12 ASL Content Standards help our K-12 Deaf Education teachers nationwide to learn and promote the essential skills that are foundational to learning and understanding ASL, including how to plan for ASL instruction for deaf and hard of hearing students.
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The Anchor Standards set the foundation The Anchor Standards describes the expectations of students learning ASL as a first language across grades K to 12. The Anchor Standards are separated into into five sections:
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The Anchor Standards set the foundation for the Standards and describe the general expectations of K-12 students learning ASL as a first language.
The Viewing Standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is infused through the requirement that students view increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and understandings mastered in preceding grades. For instruction each year to help ensure that students gain adequate mastery of a range of skills and applications, students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and understandings mastered in preceding grades.
The Viewing Standards help ensure students gain adequate exposure to various texts and tasks.
As students advance through the grades, they’ll be introduced to increasingly complex texts with the expectation of meeting each year’s grade-level standards and retaining or further developing the skills and understanding mastered in preceding grades.
The Published Signing Standards offer a focus for instruction to help ensure that students gain mastery of a range of skills and applications in developing published ASL, including students’ understanding and working knowledge on text types and purposes (e.g., argumentative, informative, explanatory, as well as narrative), production of published signing (e.g., organization, appropriate to task, purpose, audience; drafting process; and use of technology to publish, interact with, and collaborate with others), and research to build and present knowledge. Students should demonstrate increasing sophistication in all aspects of linguistic expression, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in students' published signing ability is reflected both in the standards themselves and in the collection of annotated student-published signed samples.
The Published Signing Standards help ensure students gain mastery of a range of skills and applications in developing published ASL.
This includes developing students’ understanding and working knowledge on text types and purposes, producing published signing, and researching to build and present knowledge.
Students should demonstrate increasing sophistication in all aspects of linguistic expression, from vocabulary and syntax to the development and organization of ideas.
The expected growth in students’ published signing ability is seen in the Five Anchor Standards and the collection of annotated student-published signed samples.
The Discourse and Presentation Standards focus on fostering students' understanding and working knowledge to prepare and present knowledge and ideas effectively through findings and supporting evidence appropriate to task, purpose, and audience. These standards promote strategic use of digital media and visual displays of data, develop appropriate linguistic register for both presenting and to analyze other presenters’ point of view, reasoning and use of evidence and rhetoric. It also includes preparation and participation in range of conversations and collaborations with different audiences. For instruction each year to help ensure that students gain adequate mastery of a range of skills and applications, students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and and understandings mastered in preceding grades.
The Discourse and Presentation Standards focus on fostering students’ ability to effectively present knowledge and ideas through findings and supporting evidence appropriate to the task, purpose, and audience.
These standards include preparation for and participation in a range of conversations and collaborations with different audiences.
Students will participate in a range of conversations and collaborations with different audiences. Through the strategic use of digital media and visual displays of data, students develop an appropriate linguistic register for presenting and analyzing their own work and the work of others.
The Language Standards offer a focusfor instruction each year on fostering students’ understanding and working knowledge of structures of ASL, knowledge of language, and vocabulary acquisition and use. These standards are designed to foster student knowledge of standard ASL grammar, usage, and mechanics, and to facilitate their learning different ways to use language. For instruction each year to help ensure that students gain adequate mastery of a range of skills and applications, students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and understandings mastered in preceding grades.
The Language Standards develop students’ understanding and working knowledge of the structures that define ASL.
In addition, these standards foster student knowledge of standard ASL grammar, usage, and mechanics while facilitating different ways to use language.
The Fingerspelling and Fingerreading Standards offer a focus for instruction each year to foster students’ understanding and knowledge of fingerspelling including initialized and lexicalized forms of fingerspelling and fingerreading, vocabulary acquisition, and use. These standards are designed for students to develop an understanding of fingerspelling and fingerreading, including usage of fingerspelling in isolation or fingerspelling in context. Students advancing through the grades are expected to meet each year’s grade-level standards and retain or further develop skills and understandings mastered in preceding grades.
The Fingerspelling Standards offer a yearly focus to foster students’ understanding and knowledge of fingerspelling.
These standards are designed for students to expand their perception of fingerspelling in its initialized and lexicalized forms to promote vocabulary acquisition and use of fingerspelling in isolation and in context.