C2. Using the ASL Constructing Process
Specific Expectations
Generating, Developing, and Organizing Content
C2.1
C2.1
generate, develop, and organize ideas and content, with teacher support, before constructing basic ASL literary works and ASL texts
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 Content
C2.2
C2.2
draft basic ASL literary works and ASL texts and revise for content, organization, and style, using a basic knowledge of ASL grammatical structures and conventions, with teacher support
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, Finalizing, and Publishing ASL Literary Works and ASL Texts
C2.3
C2.3
use a basic knowledge of ASL grammatical structures, conventions, and culture to edit, finalize, and publish basic ASL literary works and ASL texts, with teacher support
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.
Applying Critical Literacy Skills
C2.4
C2.4
describe how they used their knowledge of ASL culture at various stages of the ASL constructing process to ensure that the basic ASL literary works and ASL texts they created demonstrate respect for a variety of ASL communities
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”.