Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Community
Ask the community for help and clear up your study doubts
Discover the best universities in your country according to Docsity users
Free resources
Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors
The Indiana Academic Standards for American Sign Language (ASL) in K-12 education. It covers various topics related to Deaf culture, including Deaf art, technical equipment, geographical environments, and expressive products. The standards aim to help students understand the lifestyles and perspectives of Deaf people and develop communication skills in ASL.
Typology: Schemes and Mind Maps
1 / 120
This page cannot be seen from the preview
Don't miss anything!
The standards are not Curriculum. The college and career ready Indiana Academic Standards for World Languages: ASL-Secondary are benchmark measures that define what students should know and be able to do at specified grade levels beginning in kindergarten and progressing through grade twelve.The standards are promulgated as state regulations. As such, they must be used as the basis for curriculum and instruction in Indiana's accredited schools. Identifying the sequence of instruction in each grade—what will be taught and how long—requires concerted effort and attention at the district/school level. Academic standards do not prescribe any particular curriculum. Curriculum tools are selected at the district/school level and adopted through the local school board. No student, by virtue of poverty, age, race, gender, cultural or ethnic background, disabilities, or family situation will ultimately be exempt from learning the required academic standards, although it is acknowledged that individual students may learn in different ways and at different rates. Academic standards focus on what students will need to learn in order to be college and career ready and to be competitive in the job market. The standards do not define how teachers should teach. The standards must be complemented by well-developed, aligned, and appropriate curricular materials, as well as robust and effective instructional best practices. Additionally, the standards do not provide differentiation or intervention methods necessary to support the needs of students who are far below or far above grade level or proficiency levels. It is up to the district, schools, and educators to determine the best and most-effective mechanisms of standards delivery for such students. World Languages Introduction With increased globalization in the 21st^ century, Indiana students will need to have a greater awareness of cultures different from their own. Through the study of world languages, our students have the opportunity to expand their knowledge and to appreciate more fully the richness of cultural difference, while finding links common to people from many cultures. By building linguistic proficiency in world languages and providing them greater cultural exposure, Indiana students will be better prepared for future educational pursuits and careers beyond the classroom. Indiana’s World-Class Standards In order to maintain the highest quality academic standards for Indiana schools, Indiana reviews and revises the World Language Standards once every six years. Indiana strives to produce standards that will be “world-class, clear, concise, jargon-free, and by grade level” (Indiana Public Law 146-1999). The Indiana Department of Education (IDOE) formed a committee of teachers, content experts, and professors from higher education from around the State who collaborated extensively to produce the 2019 Indiana Academic Standards for World Languages. Purpose and General Description of World Language Standards in Indiana
framework of instruction, teachers will utilize the proficiency benchmarks to evaluate how a student may perform in authentic situations outside of the classroom. There are indicators for assessment of students’ achievement within the classroom setting. The proficiency benchmarks indicators appear in student voice as “I can” statements. At the state level, academic standards allow schools and local communities to effectively and efficiently plan curricula. While this document is not meant to serve as the curriculum or describe how the content should be taught, it assists teachers in designing curricula as well as ensure appropriate articulation, matriculation, consistency, and learning outcomes statewide. Many examples have been included to provide additional context and clarity, but they are not meant to be specific to any given language or content area nor are they intended to prescribe curriculum. Proficiency Guideline, Targets, and Instructional Hours The Foreign Service Institute (FSI) breaks languages into four categories based on the length of time it takes for the average learner to acquire each language as well as the linguistic and cultural differences in the language as compared to English. Category 1 Category 2 Category 3 Category 4 French German Greek ASL Italian Hebrew Chinese (Mandarin) Latin Russian Japanese Spanish Korean The level of proficiency we should expect from students depends on the category of the target language and the hours of instruction in that language. The number of instructional hours per level of a language varies widely across Indiana districts, so each chart is grouped by hours of instruction instead of level. Using the hours to find the appropriate proficiency target for each mode, they can be used to determine which standards and indicators are appropriate for each mode of communication in a language course. The ACTFL proficiency levels are described on their website and may be downloaded as a PDF from the link below:
3 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education
Middle School and High School Level 1 and Level 2 Category Languages Mode 135 - 150 Interpretive Listening Interpretive Reading hours Novice Mid Novice Mid 270 - 300 hours Novice High Novice High 405 – 450 hours Intermediate Low Intermediate Low 540 – 600 hours Intermediate Mid Intermediate Mid 675- hours Intermediate High Intermediate Mid Intermediate High 825- hours Intermediate High Advanced Low Intermediate High
High Novice Intermediat e Intermediat e High Low Mid Interperso nal Novice Novice High Intermediat e Intermediat e Intermediat e Intermediat e Interactive Mid Low Low Mid High Intermediat e M i d Presentati onal Novice Novice High Intermediat e Intermediat e Intermediat e Intermediat e Expressive Mid Low Low Mid High Intermediat e M i d Adapted from Ohio Department of Education It is highly recommende d that schools introduce language learning at the earliest age possible. The standards allow for common entry points for language learners and local conditions will determine how schools implement the standards. Additionally, due to a highly mobile student population, consideration should be given to providing options that allow all students to enter a program regardless of prior language learning experiences. World language departments can consult IDOE to better ascertain which language sequence is the most appropriate fit for their programs. The Importance of Instruction in the Target Language In order to provide students with as much connection to and practice with a new language, world language instructors should use the target language to the greatest extent possible when interacting with students both within and beyond the school setting (ACTFL). The exclusive use of the target language at all levels of language learning is possible in most learning contexts by the use of cognates and by building upon what students already know. This practice better prepares young learners to make a more seamless transition from secondary to post-seconda ry language classrooms. World Languages and English as a Second Language Indiana’s Academic Standards for World Languages are designed to guide instruction in world languages including commonly and less-common ly taught languages, heritage languages, and classical languages. A separate set of WIDA English language development (ELD) standards for Englis h learner s exist to guide Englis h langua ge develo pment for Englis h learner s, and 6 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education these differ from the standards for world languages. Heritage Language Learner Standards Indiana’s Academic Standards for Heritage Language are designed to allow heritage speakers to continue to develop their linguistic and cultural skills in order to become fully bilingual. There is a focus on academic language while building literacy skills in reading and writing as well as drawing upon and enhancing their cultural knowledge. Multilingual Certificate The Indiana Certificate of Multilingual Proficiency is an award made by a participating
school corporation, charter school, or accredited nonpublic high school designating on a student’s transcript that the student has attained a high level of proficiency, sufficient for meaningful use in college and a career in one or more languages in addition to English. Guide to Understandi ng Standards Coding Please use the following key to understand how the standards are coded. Coding provides a consistent means of communicati on among educators. This is quickly evident in the formatting of the world languages standards on the following pages. 7 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education
K This is the grade level. “K” is for kindergarten. 1C Comm unication is the Overarch ing Standard
. The numeral “1” indicates that this is Communicati on or the first of ACTFL’s 5 Cs. “1I” signifies the Specialized Standard. “1I” refers to Interpersonal C o m m un ic ati on . Wi thi n th e C o m m un ic ati on St an da rd, th er e is al so th e 1I I n t e r p e r s o n a l S p e c i a l i z e d S t a n d a r d , t h u s t h e n e e d f o r t h e “ 1 I. ” 1 The “1” is the specific indicator. How to Use the Indiana Academic Standards for American Sign Language: K- Sequence The Indiana Academic Standards for American Sign Language (ASL) K- are World Language Standards that are intended for student learning when students are learning ASL as a second language. 8 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of
Gallaudet University. References National Standards in Foreign Language Education Project (2006). Standards for Foreign Language Learning in the 21st^ Century (3rd^ Ed.). Lawrence, KS: Allen Press. Resources American Council on the Teaching of Foreign Languages (ACTFL) http://www.actfl.org 9 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education Asia Society Partnership for Global Learning and National Mapping Project http://asiasociety.org/education http://mappingthenation.net/ Gallaudet University https://www.gallaudet.edu Indiana Foreign Language Teachers Association (IFLTA) http://www.iflta.org National Council of State Supervisors of Foreign Languages (NCSSFL) http://ncssfl.org Ohio Department of Education http://education.ohio.gov/Topics/Learning-in-Ohio/Foreign-Language#Standards U.S Department of State Foreign Service Institute https://www.state.gov/m/fsi/sls/c78549.htm American Sign Language Teachers Association https://aslta.org/ Acknowledgements
The College and Career Ready Indiana Academic Standards could not have been developed without the time, dedication, and expertise of Indiana’s K-12 educators, higher education professors, and content experts. Additionally, the members of the public who took time to provide public comments played a key role in contributing to the Indiana Academic Standards. Again, we thank you. Sarah Kiefer Peter Leccese Jing Wang Indiana Center for Deaf and Indiana School for the Deaf Indiana University-Purdue Hard of Hearing Education University at Indianapolis Amber Byrd Amanda Ramirez Elizabeth Breidinger Anderson Community School Avon High School Whiteland High School Corporation Association of Indiana Teachers of Japanese, President Kimberly Kause Min Wang Sara Harrison Indiana School for the Deaf Shortridge High School, IPS Wawasee Community School Corporation 10 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education Joseph Wheeler Carmel High School Dr. Cynthia Sanders Vincennes University Cara Barnett Indiana School for the Deaf Ross Halvorsen Jasper High School
School Principals ● Whiteland High School ● Center Grove Community School Corporation ● Metropolitan School District of Lawrence Township For questions about the Indiana Academic Standards for World Languages, please contact IDOE’s Office of Academics. For questions about the Multilingual Certificate, please contact IDOE’s Office for Title Grants and ask for the English learner specialists.
Overarching Standard: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Specialized Standard - Interpersonal : Learners use American Sign Language to engage in conversation, provide information, express feelings and emotions, and exchange opinions.
Proficiency Benchmark: I can communicate in conversations in ASL on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, simple sentences, and questions. K.1C.1I.1 - I can recognize and express basic greetings and farewells. Examples : Hello, Good-bye K.1C.1l.2 - I can recognize and state basic personal information. Examples : Name, age K.1C.1I.3 - I can recognize and express basic likes, dislikes, and feelings through single word responses. K.1C.1l.4 - I can identify people, objects, and animals using ASL. K.1C.1I.5 - I can express conversational phrases with peers and adults. Examples: Please, thank you, excuse me. K.1C.1I.6 - I can sign the WH questions vocabulary. Examples: Who, where, when, why, what, and how?
Overarching Standard: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Specialized Standard - Interpretive : Learners comprehend and interpret live and recorded American Sign Language on a variety of topics. 13
2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education
Proficiency Benchmark: I can maintain signed conversation and discussion across time frames on familiar as well as unfamiliar topics using simple sentences and simple questions. K.1C.2I.1 - I can comprehend and respond to simple commands and requests. Examples: Saying please and thank you; following the directions in an art activity; cleaning up classroom messes, rearranging seating, and lining up in a straight line when asked. K.1C.2I.2 - I can comprehend numbers of 1-20 in ASL. K.1C.2I.3 - I can identify the most commonly-used ASL handshapes (BASCO15). K.1C.2I.4 - I can recognize WH questions in ASL storytelling. Examples : who, what, where, when, why, how?
Overarching Standard: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Specialized Standard - Presentational : Students present information, concepts, and ideas to an audience of viewers in American Sign Language.
Proficiency Benchmark: I can present information on both very familiar and everyday topics using a variety of practiced or memorized vocabulary, and simple phrases in ASL. K.1C.P.1 - I can recite developmentally appropriate rhymes and poetry of the culture. (up to three lines) K.1C.P.2 - I can present simple prepared material with teacher guidance. Examples: Show and Tell, sharing photos or drawings. K.1C.P.3 - I can present a simple ASL rhyme poem.. K.1C.P.4 - I can present a simple ASL rhyme poem. Examples: ASL rhymes, using most common hand shapes (BASCO15) found on YouTube. K.1C.P.5 - I can describe familiar objects, places, and people. Examples: Shapes, colors, people, things, and places (home and school). 14 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education
Overarchin g Standard:
of other disciplines through American Sign Language.
Proficiency Benchmark: I can access and evaluate basic information and perspectives that are available through ASL and its culture. K.3C.MC.1 - I can recite developmentally appropriate rhymes and poetry of the culture. (up to three lines) 15 2019 Indiana Academic Standards for American Sign Language K- Indiana Department of Education K.3C.MC.2 - I can present simple prepared material with teacher guidance. Examples: Show and Tell, sharing photos or drawings. K.3C.MC.3 - I can present a simple ASL rhyme poem. Examples : ASL rhymes, using common handshapes ( BASCO15).. K.3C.MC.4 - I can describe familiar objects, places, and people. Examples : Shapes, colors, people, things, and places (home and school).
Overarching Standard: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function academic and career-related situations. Specialized Standard - Acquiring Information and Diverse Perspectives - Learners acquire information and recognize the distinctive viewpoints that are only available through American
Sign Language and Deaf culture.
Proficiency Benchmark: I can access and evaluate basic information and perspectives that are available in Deaf culture. K.3C.IP.1 - I can use simple signs and/or phrases to identify familiar objects and basic concepts from other content areas. Examples: Showing signs for animals; describing weather; and identifying food items. K.3C.IP.2 - I can integrate ASL numbers when making observations about people and things. Examples: Counting objects; using the calendar; talking about the size of families. K.3C.IP.3 - I can identify family members and family relationships. Examples: Bringing pictures of family members to class; practicing fingerspelling the names of family members or showing personal name signs, describing the relationships between family members. K.3C.IP.4 - I can identify community places, people and transportation. Examples: Identifying community locations, such as a church, school, home, and library; briefly describing the primary duties of emergency service personnel; describing the types of transportation used in the local community. K.3C.IP.5 - I can use spatial understanding to identify and outline shapes. Examples: Identifying the names of shapes; using index fingers to outline two- dimensional shapes; demonstrating tracing classifiers to outline specific three-dimensional shapes.
Overarching Standard: Develop insight into the nature of language and culture in order to
Overarching Standard: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. Specialized Standard - School and Global - Learners use American Sign Language within and beyond the school setting.
Proficiency Benchmark: I can use ASL both within and beyond the classroom to interact and learn in the Deaf community. K.5C.SG.1 - I can share experiences from American Sign Language classrooms within the school and/or community. Example: Use American Sign Language to teach basic vocabulary to friends and family. K.5C.SG.2 - I can recognize the use of American Sign Language in the learner’s community. K.5C.SG.3 - I can use simple signs and/or phrases to identify familiar objects and basic concepts from other content areas. Examples: Showing signs for animals; describing weather; identifying food items. K.5C.SG.4 - I can integrate ASL numbers when making observations about people and things. Examples : Counting objects; using the calendar; talking about the size of families. K.5C.SG.5 - I can identify family members and family relationships. Examples : Bringing
pictures of family members to class; practicing fingerspelling the names of family members or showing personal name signs; describing the relationships between family members. K.5C.SG.6 - I can identify community locations, personnel, and transportation. Examples : Identifying community locations, such as school, home, and library briefly describing the primary duties of emergency service personnel; describing the types of transportation used in the local community. K.5C.SG.7 - I can use spatial understanding to identify and outline shapes. Examples : Identifying the names of shapes; using index fingers to outline two- dimensional shapes; demonstrating tracing classifiers to outline specific three-dimensional shapes. K.5C.SG.8 - I can demonstrate an understanding of the similarity between voice / mouth and hand / eye communication and that different people communicate in different ways. Examples : Understanding that Deaf people use their eyes the way hearing people use their ears; observing differences in being able to communicate through windows or across wide spaces with ASL and being able to talk in the dark in spoken English; identifying ways people are different, yet similar.
Overarching Standard: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Specialized Standard - Interpersonal : Learners use American Sign Language to engage in
