Fingerspelling Quiz, Intermediate-Mid, ASL 201, Lab 04
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Fingerspelling Quiz
Description:
Students will have multiple opportunities to practice fingerspelling their receptive, fingerspelling comprehension skills. Within this lab students will have exposure to different speeds of fingerspelling and a variety of letter pairs.
Proficiency Level:
Intermediate-Mid
Keywords:
Fingerspelling, Classifiers, Quiz, Skills
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 understand words fingerspelled to me
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 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
COMM. 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
Materials Needed:
- White Boards
- White Board Markers
- Fingerspelling Cards
- Warm Up Cards
Warm-up
1. Begin by introducing the Can-Dos for today’s activity.
2. Hand out 3 Warm-up cards to each student, and choose which type of card everyone starts on. (There are three types of cards: stripes, circles and hearts) Each type has three images on them that look similar.
3. The lab instructor will then sign one of the images on the card, describing it with classifiers.
4. Students will decide which picture their lab instructor described, cover their eyes, sign their answer (A, B, C or D), then open their eyes.
5. The lab instructor will then sign the correct image again and tell everyone if they were right or wrong.
6. Continue this for the next type of card.
Main Activity
Part One:
1. First, hand out whiteboards and a marker to each student. Have students number down 1 - 10 in two columns on the whiteboards.
"Go ahead and number your whites boards from 1-10"
3. Using the Fingerspelling Cards, in no particular order, the lab instructor will fingerspell 10 words. Sign each word two times (once at normal speed and once faster than normal)
4. Students will write each word on their whiteboard.
5. After the first round of fingerspelling, go over the words with your students. Make sure they know the word so they can see where they were incorrect or not.
6. Once all 10 words are signed, go over the words with the students and discuss which were difficult and why.
7. Repeat this process again with the next 10 words. Only fingerspell each word a maximum of two times.
Part Two:
1. Have students get into groups of two.
2. Pass out 2-3 Fingerspelling Cards to each student.
3. Students will practice fingerspelling the words on their cards with a partner.
4. After both students have completed their set of cards, they will exchange their cards with another student.
Wrap-up
Ask the following questions to finish the lab:
1. What are some benefits of using fingerspelling?
2. What words were difficult for you to understand? Why?
End of lab:
- Read the Can-Do statements to check in ... "Where are we at?"
- Encourage students to be honest in their self-evaluation.
- Pay attention, and try to use feedback for future labs!
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 understand words fingerspelled to me
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...