🤟ASL Level 3, Activity 4-Fingerspelling Quiz (Face-to-Face)
Description:
Students will have multiple opportunities to practice their receptive fingerspelling comprehension skills. Within this lab, students will have exposure to different speeds of fingerspelling and a variety of letter pairs.
Products: Receptive skills of fingerspelling
Practices: Understanding different speeds of fingerspelling for difficult words
Perspectives: Everyone signs a little differently especially at a different pace so it’s very important to be able to understand fingerspelling no matter who’s signing
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 – Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.3 – Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics
Idaho Content Standards for World Languages:
- COMM 1: Interact with others in the target language and gain meaning from interactions in the target language
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can take part in identifying a picture card based on the classifier clues.
- I can practice fingerspelling words correctly.
- I can practice understanding words when fingerspelled to me.
Materials Needed
- Google Slides
- Warm Up Cards
- White Boards
- White Board Makers
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Warm-Up
Materials Needed for Warm-Up
- Start with 5-minute conversations
- “START TIME 5-MINUTE CONVERSATION DISCUSS WHATEVER”
- Understanding statements described with classifiers:
- Students will take turns practicing CLs utilizing different shapes as classifiers (Circle, Rectangle, Cylinder, Triangle)
- “TAKE-TURNS fs-CL PRACTICE SHAPE LIST-4, 1-CIRCLE, 2-RECTANGLE, 3-CYLINDER, 4-TRIANGLE”
- Student will begin by signing the shape then utilizing that shape as as a classifier to represent something else
- Ex: Small rectangle used to describe a broken phone screen
- “SHAPE DIFFERENT USE fs-CL. ME SHOW-YOU RECTANGLE cl-PHONE SCREEN BROKEN”
- Students will take turns practicing CLs utilizing different shapes as classifiers (Circle, Rectangle, Cylinder, Triangle)
- Classifier Questions
- Take turns asking each other questions using a classifier
- “TAKE-TURNS ASK QUESTIONS fs-CL USE”
- Walk
- Car
- Group walking
- Driving
- etc.
Main Activity
Materials Needed for Main Activity
- White Boards
- White Board Markers
Fingerspelling Quiz!
- Hand out whiteboards to each student.
- “NOW FINGERSPELL PRACTICE TEST/QUIZ”
- Have students number their whiteboards 1-10
- “WHITE BOARD WRITE NUMBER 1-10”
- The lab instructor will then sign the first 10 words. Sign each word two times (once faster than normal, and once at normal speed)
- “ME SIGN 10 WORDS TIME 2. 1 FAST, 1 NORMAL”
- Once all 10 are signed, go over the words with the students and discuss which were hard/why
- “FINISH HARD WHICH? EASY WHICH?”
- Repeat this process again with the next ten words.
**Only fingerspell each word a maximum of two times**
Set 1: PUMPKIN – RUPTURE – OCTOPUS – GOGGLE – GOOGLE – OCTOBER – SPECTACULAR – FRAPPUCCINO – LAMINATION – CONDITIONER
Set 2: CHRISTMAS – OFFICE – HANDLE – PSYCHOLOGY – QUIVER – WALRUS – XYLOPHONE – ROCKSTAR – EMPTY – UNICORN
Wrap-Up
- How did you feel about the fingerspelling?
- “YOU FINGERSPELL FEEL HOW?”
- Do you think you need more practice?
- “YOU PRACTICE MORE NEED?”
- Let students know about any resources they can access to improve their receptive fingerspelling skills such as aslpro.com, asl.ms, and youtube fingerspelling quizzes.
- Ask students if they are concerned about anything and make sure you address those needs.
Deaf Culture Notes
Utilizing signer’s space is very important for accurate communication among the Deaf community. Stories can become as in-depth and elaborate as they are in spoken English so in order to get every detail of the point across the entire signer’s space and establishing perspective is necessary.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can take part in identifying a picture card based on the classifier clues.
- I can practice fingerspelling words correctly.
- I can practice understanding words when fingerspelled to me.
