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The students will:
1. Conversation skills and strategies:
A. Greeting/getting attention.
B. Introducing oneself.
C. Giving and receiving personal information.
D. Confirming information.
E. Correcting information.
F. Giving directions.
G. Describing family/living situation.
H. Describing housing and transportation.
I. Apologizing and giving reasons.
J. Referring to time of day, day of the week, day of the month.
2. Vocabulary.
A. Approximately 200 words, including appropriate reflections.
3. Grammar:
A. All basic sentence types:
1. yes-no questions.
2. wh questions.
3. statements.
4. negative and affirmative responses.
5. commands.
B. Topic/comment structure.
C. Spatial referencing.
D. Non-manual signals: grammatical and emotive.
E. Directional verbs.
F. Real world orientation indexing.
G. Use of space for contrast.
H. Body and limb classifiers.
I. Dual person pronouns.
J. Phrasing for listing activities.
K. Emphatic forms.
L. Role shifting.
M. Cardinal and ordinal numbers.
4. Cultural Information.
A. Getting attention.
B. Handling interruptions.
C. Negotiating a signing environment.
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1. Grammatical forms for simple conversations.
2. Vocabulary for simple conversations.
3. Cultural information.
4. Conversational strategies.
5. Topics:
A. Family relationships, including nuclear family, extended
family, roommates, step-children, etc.
B. Describing people.
C. Giving and understanding directions (i.e. up the stairs and to
the right, the second door after the water fountain).
D. Describing transportation, including traffic jams.
E. Cardinal and ordinal numbers.
F. Deaf cultural behaviors, values and norms, including:
1. How to negotiate a signing environment.
2. How to volunteer appropriate information.
3. How to make connections between people by finding what
they have in common.
G. Making introductions.
H. Asking for repetition.
I. Handling interruptions.
6. Scope:
A. Introducing oneself and others.
B. Carrying on the kind of conversation one might have when meeting
a Deaf student on campus, when attending a party with many
deaf people, talking about classroom activities, families, living
situations and transportation with deaf acquaintances.
C. Giving personal information and asking for personal information.
(including cultural rules for appropriateness),
D. Physical descriptions of people, places and things.
E. Visual perception training:
1. shape recognition.
2. visual memory.
3. symmetrical and asymmetrical shapes.
4. establishing reference points.
F. Describing the relationship between objects.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
0 - 0% |
| None | |
| This is a degree applicable course but assessment tools based on writing are not included because problem solving assessments and skill demonstrations are more appropriate for this course. |
|
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
20 - 60% |
| Homework problems, Quizzes, Exams | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
10 - 35% |
| Class performances, Performance exams | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
10 - 35% |
| Multiple choice, True/false, Completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 0% |
| None | |
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SIGNING NATURALLY, STUDENT VIDEOTEXT AND WORKBOOK by Lentz, Mikos
and Smith. DawnSign Press, 1989. (Level one, Lessons 1-6 and review).