Generating, developing, and organizing: activate prior knowledge through group discussion; refer to their ASL video “notebook” to draw upon previous learning and experiences; sort ideas and information using graphic organizers; pose questions to their teachers and peers to stimulate creative thinking

• How did brainstorming using the video graphic organizer help you to prepare your ASL work?
• How can reviewing basic ASL poems help you to generate and organize ideas for the ASL poem you are creating?
• You have been assigned to do a short ASL report on your visit to an ASL program at a postsecondary institution. What strategies will you use to easily gather and organize the information you need for your report?

Teachers can:

• use a storyboard with the class to generate ideas for creating a short documentary about the “Gallaudet Football Huddle” that illustrates how the technique originated with Gallaudet University and influenced the game of football;
• ask students to draw images representing their first impressions of ASL, and then create a class collage. Next, they can gather students in small groups, and ask them to discuss the collage and compile their thoughts in a short ASL presentation;
• ask students to find an ASL story such as “Rooster” that contains a possible topic for a related ASL informational text that they might create.

Drafting and revising: revise ASL content to provide more detail or clarity; check their use of ASL grammatical structures to ensure consistent subject-verb agreement; check for ASL verb inflections in the ASL temporal aspect for eating

• How does reviewing the spatial positioning and sequencing of ASL time-order words in your short story ensure that the sequence of events is clear and accurate?
• What revisions did you make after you reviewed your use of inflection in your ASL work?

Teachers can:

• ask students to experiment with combining two ASL sentences into one to make a more interesting ASL sentence;
• ask students to work in small groups to review their drafts and ensure that they are using the correct classifiers – for example, classifiers to describe a person’s shirt;
• encourage students to use a drum to create vibrations that set the mood in an ASL work such as an ASL chant – for example, using the rhythms of one and two, and one, two, three.

Editing: place images appropriately in an ASL documentary; ensure the images and ASL words support the message of an ASL flyer; add descriptive ASL words to enhance ASL informational text; review their ASL story with a partner to determine if it is necessary to add or restructure the information to improve the story’s cohesion

• What strategies can you use to detect run-on ASL sentences in a short ASL monologue?
• What strategies can you use to detect irregularities in your use of ASL verbs in your ASL work about two students sharing their plans for the weekend?
• How can you organize the visual aids in your ASL slide deck to help the parent council understand important information about the school timetable?
• What strategies can you use to ascertain the coherence of your short ASL children’s story?

Teachers can:

• provide frequent opportunities for peer editing and student-teacher conferences;
• offer students a list of guiding questions in ASL anchor charts as a strategy for checking the accuracy and relevance of information, as well as its coherence and clarity;
• co-create a checklist with students to ensure that their ASL work is grammatically correct before it is published;
• lead students in a “gallery walk” to gather their feedback on their ASL works.

Demonstrating respect: research and use the appropriate ASL words when drafting an introduction for a respected member of the ASL community; check for appropriate ASL name signs when developing an ASL text about an individual’s contribution to the community; ask for feedback from members of the ASL community when revising and editing a short ASL poem

• Which ASL grammatical structure in the ASL text you are constructing needs to be edited in order to be more respectful?
• What part of your ASL text about the De’VIA work “Color” reflects your research of ASL cultural practices?
• How have ASL literary works and ASL texts had an impact on you? How has your life experience influenced your use of ASL words?
• What kinds of questions do you need to ask yourself as you construct your ASL literary works and ASL texts?
• How does your ASL literary work reflect intersectionality in ASL communities?

Teachers can ask students to:

• explain how ASL literary works have influenced their perspective so that they can create bias-free ASL works that demonstrate respect;
• examine their use of language in the ASL online newsletter they have created – for example, when advertising an upcoming visit from an ASL artist, ensure that their profile of the artist is respectful;
• work in a small group to create a short ASL review to discuss the lack of respect and the power imbalance in the ASL work “Cow and Rooster”.