homework asl lifeprint

What is ASL (American Sign Language)?

This sign language website is intended to be a free place to learn signing. .

We should say "at least " 500,000 people use ASL.  That is an OLD statistic from the 1980's.  My estimate is more along the lines of: 2 million people are using ASL on a daily basis and at least 500,000 of those people are using it as their primary means of communication.  Millions more people know "some" sign language and use it "once in a while."  For example -- a grandmother of a deaf child.  She may have taken a six-week community education course and now she knows just enough to offer her grandson candy and cookies.  

American Sign Language

"ASL is a visual gestural language." That means it is a language that is expressed through the hands and face and is perceived through the eyes.  It isn't just waving your hands in the air.  If you furrow your eyebrows, tilt your head, glance in a certain direction, twist your body a certain way, puff your cheek, or any number of other "inflections" --you are adding or changing meaning in ASL.  A "visual gestural" language carries just as much information as an oral/aural (mouth/ear) language.

Is ASL limited to just the United States and Canada?  No.  ASL is also used in varying degrees in the Philippines, Ghana, Nigeria, Chad, Burkina Faso, Gabon, Zaire, Central African Republic, Cote d'Ivoire, Mauritania, Kenya, Madagascar, Benin, Togo, Zimbabwe, Singapore, Hong Kong.  Is ASL a universal language?  No.  Those countries I just  mentioned have their own signed languages.  ASL is the dominant signed language in North America, plus it is used to some extent in quite a few other countries, but it is certainly not understood by Deaf people everywhere.

Did we get ASL from Native American sign language?  Answer: No.

Also see: sign language numbers

Get the Reddit app

This subreddit is for those interested in learning ASL. Please check the first post that's pinned "The Free ASL Resources and FAQ Thread" for answers to many questions. Also, this isn't a place to get people to do your homework for you. We're happy to help as long as you put in some effort.

Can’t access lifeprint???!!!! Anyone else???

I’m just getting “your connection is not private” notifications and I can’t get on the website! Is anyone else experiencing theses issues or knows what’s happened??

Lifeprint/ ASL university has been my go to ever since starting to learn ASL in college 10 years ago. I don’t want to lose the resource!

By continuing, you agree to our User Agreement and acknowledge that you understand the Privacy Policy .

Enter the 6-digit code from your authenticator app

You’ve set up two-factor authentication for this account.

Enter a 6-digit backup code

Create your username and password.

Reddit is anonymous, so your username is what you’ll go by here. Choose wisely—because once you get a name, you can’t change it.

Reset your password

Enter your email address or username and we’ll send you a link to reset your password

Check your inbox

An email with a link to reset your password was sent to the email address associated with your account

Choose a Reddit account to continue

• Rostov-on-Don Tourism
• Rostov-on-Don Hotels
• Rostov-on-Don Bed and Breakfast
• Flights to Rostov-on-Don
• Rostov-on-Don Restaurants
• Things to Do in Rostov-on-Don
• Rostov-on-Don Travel Forum
• Rostov-on-Don Photos
• Rostov-on-Don Map
• All Rostov-on-Don Hotels
• Rostov-on-Don Hotel Deals

ATMs support visa? - Rostov-on-Don Forum

• Europe    
• Russia    
• Southern District    
• Rostov Oblast    
• Rostov-on-Don    

ATMs support visa?

• United States Forums
• Europe Forums
• Canada Forums
• Asia Forums
• Central America Forums
• Africa Forums
• Caribbean Forums
• Mexico Forums
• South Pacific Forums
• South America Forums
• Middle East Forums
• Honeymoons and Romance
• Business Travel
• Train Travel
• Traveling With Disabilities
• Tripadvisor Support
• Solo Travel
• Bargain Travel
• Timeshares / Vacation Rentals
• Rostov Oblast forums
• Rostov-on-Don forum

does visa works in rostov ATMs? Or do I need a mastercard?

Is there a ATM at the aiport?

Many thanks in advance!

Best regards

In Russia both VISA and Mastercard are standart by default . Other payment systems like Amex or UnionPay can be problematic, but VISA and Mastercard work in almost every ATM in Russia.

//Is there a ATM at the aiport?

thank you very for much the information. I have another question off topic. How much costs the transportation with taxi from the aiport to the centre of rostov about? Do you can recommend a taxi app which works in rostov?

// How much does the cost of transportation with a taxi from the aiport to the center of rostov about?

300-500 rub. Price of official taxi "Aeroservis" to the center - 400 rub (has the desk in airport building ).

// Do you can recommend a taxi app which works in rostov?

Yandex-taxi works in Rostov for sure, do not know about others. For security reasons and to avoid rip-off I recommend use Yandex-taxi or official desk of "Aeroservis". Also public transport (bus and trolley) is available, airport is located near the city.

As always make sure you bank knows you will be in Russia - especially if it is not a european bank

>Also public transport (bus and trolley) is available, airport is located near the city.

That's gonna change soon, the new Platov Airport is constantly bemoaned for how inconveniently it's placed, if we're speaking of Rostov-on-Don, of cource, not Rostov the Great.

thank you for the informations! You have helped me a lot!

I suppose Yandex-taxi in rostov on don is working 24 hours? I have found something in Azov, I guess with Yandex-taxi it should be not a problem with transportation, 24 hours?

This topic has been closed to new posts due to inactivity.

• Studying in Rostov on Don nexy year Feb 25, 2022
• Is Rostov on don safe to travel? Aug 13, 2020
• Places to visit Aug 13, 2020
• Asian food store in Rostov on don Aug 13, 2020
• Rostov on Don visit to Orphanage #2 Apr 22, 2020
• Rostov Airport to city Centre taxi price, etc??? Nov 15, 2018
• Russian language tutors for foreigners (daytime) Nov 07, 2018
• Rostov-on-Don Jul 28, 2018
• Azov day trip. Jul 28, 2018
• Visiting points of Rostov on don Jun 27, 2018
• Meet Up (2nd July) Jun 25, 2018
• Luggage Storage at Rostov-On-Don Airport Jun 22, 2018
• Transport from airport in Rostov-on-Don to city center Jun 13, 2018
• How to reach the Platov airport in the Early morning? May 26, 2018
• Nightlife 3 replies
• If you are visiting Rostov-on-Don? 21 replies
• Great hotel in Rostov 13 replies
• Studies and Living in Hostels in Rostov-on-Don 8 replies
• Layover Rostov Airport 2 replies
• Bicycle shops in Rostov 2 replies
• berlin rostof on don by rail or drive 2 replies
• Thank you!!! 9 replies
• Landing at ROV ... customs question 8 replies
• Help re: home stay versus hotel stay and visa issues? 24 replies

Rostov-on-Don Hotels and Places to Stay

• GreenLeaders

ASL Lessons | Bookstore | Library |  ASL University Main ►

Teaching ASL:   A few quick links for ASL teachers: Level 1 practice sheets: https://www.lifeprint.com/asl101/curriculum/practice_cards_level_01.doc Level 2 practice sheets: https://www.lifeprint.com/asl101/curriculum/practice_cards_level_02.doc Powerpoints: https://www.lifeprint.com/asl101/curriculum/powerpoints/index.htm Gallaudet Font Download: https://www.lifeprint.com/asl101/pages-layout/gallaudettruetypefont.htm Where your students can learn to fingerspell: Teaching advice: https://www.lifeprint.com/asl101/pages-layout/teachingasl/teachingasl.htm    [That is "this" page.]   H ello ASL Heroes!!!      A s a teacher of ASL if you aren't also teaching fingerspelling, numbers, non-manual markers, various inflections, ASL grammar, cultural tidbits, and so forth, you can teach a huge number of "signs" per hour. If you ARE teaching all of the goodies, having regular review quizzes, incorporating history and culture, modeling variations of signs, providing guided practice opportunities, giving students small group interaction time, and letting them ask whatever questions they have, ("What's a video relay service?") then you are going to get through maybe 10 signs per hour (in a beginning level course).  And that's okay ! That's the way it should be ! Thoroughly covering 300 signs and related skills during a course is much better than doing a slipshod job of covering 600 signs. For more on my philosophy regarding curriculum development and ASL instruction (pedagogy) click here .       B elow I'll put some of the most common questions I receive from other teachers of ASL and my answers.  Plus below that I'll put some links to various additional advice and tips for teachers of ASL. As time goes on (between teaching my own classes) I'll post more ideas and refine the list. You might also want to check out the archives of my newsletter by visiting "ASL Pah!" at http://aslpah.com Take care and best wishes for a successful semester.           Cordially,  - Dr. Bill

Train the ASL Trainer: Questions and Answers with Dr. Bill Vicars:

Question : You state that it takes around 60 to 75 hours to complete each level (ASL 1, ASL 2, etc.) of the ASL University curriculum.  Does that include homework or just "in-class" time? Answer :  The "60 to 75" hours per course refers to the amount of time it is going to take a typical distance education student to work their way through the course. Thus the 75 hours can indeed be considered to include "homework" but then again a "distance education course" is "100%" homework in the sense that the student is at home doing the work.  The amount of "review-type" homework is going to vary widely depending on individual student abilities. Some students can see a sign a few times and easily recall it later. Others may need five times the review. The "75" hour number is a baseline for students to schedule block out in their calendar at the beginning of their semester to work on this course. At the college-level "in-class" time -- if you are teaching ASL in-person (actually standing in front of the students) you will find that it takes about 50 minutes to " fully teach*" and review 10 "vocabulary concepts."  Thus 15 lessons of 20 signs each will involve 30 hours of active (interactive) instruction and supervised practice time. Then you need to factor in instructional "overhead" (roll call, testing, announcements, etc.).   For what it is worth, at my "day job" at Sacramento State I used to teach 25 lessons in 45 (in-person) contact hours.  My students did great. I got excellent evaluations. However, when some colleagues tried to follow the same schedule they had a hard time teaching that many lessons in one semester.  So I reduced each level to 20 lessons per semester. It was still too many lessons for most instructors to cover in a semester.  Then finally I reduced it to 15 lessons to semester and it seemed to fit the needs of people teaching a three to four hour per week course meeting for 15-weeks (plus a finals week). Thus over time and through testing to see what worked -- "Lessons 1 - 15" became "ASL 1."  According to most "state" laws regarding class time, one "college" semester is counted as one "high school" year. For more on this topic see: " Credit ." What I recommend though is "flipping your class."  An amazing amount of material can be covered (taught / learned / understood / retained) if an instructor chooses to "flip" their class.  Flipping a class is done by having the students do the bulk of their "learning" at home and then they come to class to PRACTICE and apply what they have learned.  For an ASL class that means learning the vocabulary and related concepts at home and then coming to class and engaging in activities and games that involve signing.  Using this approach I've successfully taught complete levels of ASL courses in as little as 3-weeks (meeting Monday through Thursday for 3-1/2 hours per day during "summer session") and the students ended up signing much better than usual due to the immersive nature of the course and the frequency of exposure. Definitions : Vocabulary concept :  When I mention teaching a " Vocabulary concept " I'm referring to: "A sign, its variations, applications, and limitations." Fully teach :  When I use the term " fully teach " I mean that the process of "fully" or properly teaching "vocabulary concepts" means introducing the signs, pointing out culturally important aspects of the signs, modeling the signs, reviewing the signs, engaging the student with the signs, having the student engage you with the signs, correcting and adjusting student production of the signs, reviewing the signs, and having students engage each-other with the signs under supervision).  Instructional overhead : By "overhead" I mean the administrative  processes (administrative overhead) and social aspects (social overhead) of class that do not directly teach vocabulary or model grammar but that are helpful for the smooth functioning of the class.  This includes: greetings (Good morning, how are you?), explanation of rules ("no eating in the classroom"), roll call, social niceties (How was your weekend?), announcements and current events (There is a social this Saturday at the Deaf center.  There is a test next Thursday!), warm ups (Go around in a circle each person show me the next letter of the alphabet, a, b, c, ...), administration (John, you are not on the official roster, check with the registration office to see if your tuition payment was accepted), academic information (the syllabus, grading, make-ups, etc.), technical information ("Go to this web address and click on this link, to access the video...,") discipline ("John, turn off your voice," or "John, put away your cell phone,") etc.  An "online" class has much less "social overhead" but requires the student to spend much more time figuring out the course requirements and processes.  Homework : Homework can involve self-study.  It can also consist of focusing on specified tasks such as taking online-quizzes, doing research papers, attending Deaf events, creating videos, completing worksheets, developing scripts, and practicing individually or with a partner outside of class. Self-Study : Self-study refers to the act of independently learning material which has not been actively introduced by an instructor. If an instructor tells a student to "go home" and study material which has not been introduced in class then the student is doing self-study is a form of homework.  If the material being studied has already been actively introduced by an instructor then the studying of that material is " review " (not "self-study"). Supervised practice time :  Time during which the instructor is overseeing the process of students asking each other questions and responding.  This includes providing scripts or guidance material, actively observing the students sign, providing corrective feedback when necessary, and responding to student requests for modeling of forgotten or partially forgotten signs.  

Question : How should I pace my class? Answer : It depends on the length of each class session. The longer the class, the more you will need breaks, games, and format switches. I tend to teach a concept, use it in a sentence, and interact with the students using that sentence (I ask them a question. I have them ask me the question. I ask one of them what the response was of another student.) Then after I've introduced around five concepts (using questions and answers) I have the students work in pairs or groups to review the five recent concepts (via question and answer) as well as five concepts (sentences) from previous lessons.  After which I get the attention of all the students and introduce another five concepts.  This process generally takes about 50 minutes to cover half of a lesson.  If you teach for longer than an hour (50 minutes) at a time it is imperative that you play games and/or do an activity that is novel and interactive. Question :  On your website you tell students to check with their local teacher for instructions on which quiz to take.  I am the local teacher and I myself am not clear on which quiz they should take. What should I do? Answer :  I recommend you give your own quizzes.  You can give short "daily" quizzes (or however often you meet) on the recent previous lesson and then give unit quizzes after every five lessons.  I recommend making ALL of your quizzes cumulative (meaning -- include material from lesson 1 on up to where you are currently).   You can also use the general vocabulary quizzes at this page: https://lifeprint.com/quizzes/index.htm If you want you could tell them to take the quizzes here: http://asl.gs/quizzes-practice/index.htm   Those are older though. Question : I notice on your website from lessons 16 on, you don't have the video of you signing one-on-one with the student posted.  I am curious to why no signing demonstration from like lesson 16 on. Answer : Those videos for lessons 16 and forward are available from the Lifeprint bookstore on the "SuperDisk" or on the "SuperUSB." Or you can watch them for free at www.youtube.com/billvicars Question : I was hoping your Super disk will have power point words on it so I can use same style as you do in class but I don't see any Powerpoints there.  So I suppose I will work on my own Powerpoint presentations. 

Answer : There are indeed Powerpoints on the Superdisk.  Open up the following folders: asl101/curriculum/powerpoints and you will see them there.  Or for updated versions see the same folder at Lifeprint.com/asl101/curriculum/powerpoints/ Question :  I have made a hard copy of your lessons to hand out to my students. I add my own comments. Plus sometimes I make adjustments to your punctuation and grammar. Would you like me to send those to you so you can see what I'm changing and adding? Answer :  Yes, certainly!  Make sure to identify what page or lesson. For example: Suggested Revision: Lesson 6: Old sentence: Yadda yadda yadda. New sentence: Bing, bang, boom! Reason:  [put a reason here] Question :  I teach three terms and term is 20 hours.  How should I deal with 20-hour courses? Answer :  When I'm teaching using my " Responses Per Minute (RPM) " approach I tend to cover at least 2 practice sheets per hour -- which is to say 10 new sentences (at least).  If I'm teaching using a "flipped" classroom approach I could easily cover all 15 lessons of level 1 in a 20-contact-hour in-person class.  Google "how to flip your classroom" for information on "flipped classrooms." What I do when teaching "flipped classroom" style is I send the students home to learn the vocabulary and then start each in-person class session with a receptive quiz wherein I sign and they write what I signed. (Daily quizzes insure that the students do their homework and study the vocabulary.)  After collecting the quiz I throw the answers up on the overhead screen and provide feedback to the students. THEN  we dive into activities and games USING the vocabulary they recently studied online at home.  Thus my classroom becomes a place where the STUDENTS do most of the signing and I am the "guide on the side" -- providing feedback and corrective suggestions.

In your level 1 term invest any extra time teaching more fingerspelling, numbers, and conversational tools (such as: SLOW, AGAIN, what-MEAN, ALL AGAIN, SPELL IT, SPELL that letter by letter), plus fun greetings (GOOD-MORNING, etc.) and personally relevant introduction techniques (I/ME BILL. I LIVE SAC. I DEAF. I MARRIED. FOUR CHILDREN, etc.)

Any extra time would be used for review, practice, games, local vocabulary, or student-requested vocabulary.

So, how many lessons you cover is really going to depend on your local needs.  Seems to me that if you don't want to flip your classroom you might want to do 10 lessons per term. Thus you would cover level 1 and level 2 over a period of three terms. Question:  Dr. Bill, My problem is with the economy being so bad, my boss cancelled the "Keeping up ASL" class for about four to five years now.  ah I might ask my boss to increase my class to three hours a week for 10 weeks (30 hours).  That will help with this curriculum.  I am going to try to build my numbers up so that I can carry the levels increasingly harder, so that people are happy in their learnin'!   No easy task, that's for sure. - Name on File Answer/Response : Dear Name on File, Do not "rely" on a boss for your income.  Go set up your own classes, do your own advertising, and keep the lion's share of the monetary rewards!  On the Superdisk (available from my little online bookstore) in the root files of the disk you can find a file titled: "e-report." That file has over 60 pages of information regarding how to earn a decent living teaching sign language.  When I was younger I used to feed my family and pay my bills as a freelance ASL instructor. You can too. ASL University easily provides enough lessons and curriculum to teach many levels of community education courses. (Five lessons per six-week course = enough for 9 community-education levels using lessons 1 - 45.) - Dr. Bill  

ASL Teacher's Toolbox: (Various links to helpful ideas and information )   

► Spelling and number tools:  http://asl.gs   |  http://asl.ms   ► Practice Cards: Level 1: Lessons 1 - 15 (.doc) format ► Practice Cards (Lessons 16 -30) (.doc) format ► ASL University Workbook: Level 1 (lessons 1 - 15) (.doc format) ► Powerpoints ► Syllabus Design  

* The worth of a sign * General guidelines * Bilingual-Bicultural * Qualifications: Are you qualified to teach? (01) * How accurate should your students' signing be? * Ideas for when you have a substitute instructor * Lifeprint Teaching Method * Perfectionism? * Leniency Requests * Shy students * Student Ages * Deaf / hard of hearing education credential * Taxes * Time Capsule * Setting Your Fee: How much to charge * Activity: Who are you? * Game:  "Givers and Keepers" * Help!  My class is dead! * Student Satisfaction form * Sample Student Bio video assignment * Sample ASL Instructor job announcement / qualifications * General Tips * The "Tell 'em" Curriculum * The "Find out" Curriculum * Research papers that students are excited to do * Cheating: Dealing with cheating in the ASL classroom * Balancing the needs of the one with the needs of the many * How and when to drop an online student

* The curse of knowledge

* Constant Requests For References or Letters of Recommend * Maybe it's not the students?

Before you teach: 

Before you teach: * Qualifications: Are you qualified to teach? (01) * Qualifications: Are you qualified to teach? (02) * Qualifications: Are you qualified to teach? (03) * The importance of a syllabus * Designing your syllabus * Feedback on a typical syllabus * Syllabus samples:   1 | 2 | 3 | 4 | 5 * Permission to use this material

* Understand Copyright

Get their attention: 

* Use fingerspelling and number drills to focus attention

* Use variation and reward to keep your students' attention.

* Immunity Idol

* Multi-sided dice

Topics: 

Games / Activities to review * Go Fish * Jeopardy (1) * Speed Signing * Frankenstein's Questions * Exit Activity

* Deaf History Poster Project

Activities to introduce new vocabulary: 

* Fingerspelling Race (1) * Name Tea Party *  Team Bingo  

Activities to review previous vocabulary: 

* Fingerspelling Race (1) * Game: Tell me five

Classroom: 

Modality:  Voice or No-voice * Voicing in Class? * propaganda

Instructional technology: 

* Getting a PC Laptop to work with a Projector * Should you get a laptop or a netbook? * Creating videos * Choosing a curriculum * What software program do I use while teaching?

Fingerspelling: 

* The quick brown fox * Who is your neighbor? * You're a liar!

* Boggle * Helen Keller Speller

Testing and Grading: 

Grading: * Extra Credit:  Should you give extra credit? * Testing:  Students who argue over answers (01) * No name on paper? * Testing: Proficiency  * Testing and feedback checklist * The "67 Subject" Multiple Choice Test * Score Converter * Grading Scale

Numbers: 

Number games: * general * math game * Bingo : 

Various: 

* Ask for a challenger (116) * Classifier Charades * Editing the Pauses?

* What is an excused absence?

Politics: 

* How should I handle it when the ASL 2 teacher criticizes the sign variations of students who took my ASL 1 class? * Handling criticism

* The value of authenticity

QUESTION: Dr. Bill, I notice when you use your powerpoints, you move to a screen to type in explanations then return, seamlessly, to your PowerPoint. I was wondering how you do that because when I try to go between PPT and Word, it starts the PPT from the beginning.. I can't pick up where I left off. Thank you for any help in this area. I use your PowerPoints when I teach my classes and wanting to keep it no voice, I prefer the screen to type explanations. Thank you! -Elise ANSWER: Dear Elise, Hello :) On a PC running "Windows" you can press ALT+TAB to switch between Windows-based applications. Cordially, - Dr. Bill   Question: A teacher asks: Dear Dr. Bill, At my school the coordinator announced that we are supposed to include a "significant graded cultural component" in our ASL 2 class offerings to satisfy a "general education" requirement for that course. What is meant by "a significant graded cultural component"? Would that be a Deaf event or social that the students would attend and report on? - Name on File Dear Name on File, In general a "cultural component" would be something that helps your students to develop a mental framework regarding Deaf Culture. This can take many forms: Definitions, examples, comparisons, reflections, considerations, etc. Thus simply attending a Deaf Event doesn't necessarily insure that a student has learned how to place what he/she has observed into a mental framework of understanding of what it means to "be" Deaf. If you were to specify aspects of Deaf Culture that you expect your students to "look for" during their "Deaf Event" and then have the students reflect upon those specified observations (via a "reflection paper or an essay for example) then that "reflection" or "essay" would constitute a "cultural component. What makes it significant in "syllabus" terms is granting a significant number of points for completing the assignment. What is significant? That is arguable. I think 10% (for an ASL class -- not a culture class) is fine. A different instructor in my department thinks 30% is better. So, there you have it, two Ph.D. level university instructors disagreeing over what is significant. I think that basic ASL classes should include a culture test or quiz but it should not overshadow ASL skill building requirements. This is especially true in a program that also offers a separate and specific Deaf Culture class. Pick a "point value" and go with it. That being said -- "relax." Typically you will be fine (as an "ASL 1" or "ASL 2" instructor in a college) as long as your students develop and show respect for the Deaf Community and Deaf "norms," evaluate you well on end-of-semester evals, and are able to get along fine in their next (higher level) ASL class. Cordially, - Dr. Bill    

The information below consists of notes and "under construction" items for expansion and inclusion in the teaching resources list. When I get some time, (ha!), I will be explaining these and linking to them.

Available Workshop topics: -Alternate teaching methods for Low Technology Environments

If you are NOT teaching fingerspelling, numbers, non-manual markers, various inflections, ASL grammar, and so forth, you can teach about 20 signs per hour.

If you ARE teaching all of the goodies, having regular review quizzes, incorporating bits of history and culture, modeling variations of signs, providing guided practice opportunities, giving students small group interaction time, and letting them ask whatever questions they have, ("What's a VRS?") then you are going to get through maybe 10 signs per hour (in a beginning level course).

Thoroughly covering 300 signs and related skills during a course is much better than doing a shotgun job of "teaching" 600 signs.

Dr. Bill's Notes:  (Will expand on these later and create page links)   ___Took them two years to figure out I wasn't MR   ___So-So-Suck-My-Toe   ___Pledge Of Allegiance   ___Bill is "Bald"   ___Inflamed Throat   ___Merlin The Magician   ___Making Out in the hall   ___Grandpa's Aid   ___Three Deaf Guys   ___"What time/kind is it?"   ___Lena and Ollie UR going to die   ___Does your wife sign? checks   ___Belinda and I are compatible: HA675   ___Honeymoon   ___Wife fell out of car   ___Deaf couple adopt hearing   ___So if a deaf kid swears do you tell him to wash his hands?   ___graduate student screw in a light bulb   ___How many Deaf to screw in a light bulb?   ___What is the difference between a pizza and an asl instructor?   ___That's a deaf hunter's dodo   ___Deaf Kong   ___Safari   ___Deaf Tree

General ASL concepts:   ___sign language continuum: gesture, mime, ASL, PSE, SE, cued speech, Rochester method, etc.   ___space-present referent   ___space-absent referent   ___headshake for negation   ___head nod for affirmation   ___"y/n"  Question expression   ___"wh"  Question expression   ___agent affix   ___plurality: horizontal / vertical sweep, number, reduplication,  Quantifier, etc.   ___incorporation of number: pronoun   ___incorporation of number: time   ___sign parameters: handshape, location, movement, and orientation   ___directionality   ___classifiers   ___compound signs, (e.g.): brother, wife, daughter, etc.   ___name signs   ___initialized signs   ___Register: * intimate: extreme ellipsis, private language; * casual: ellipsis  (eyebrows up, "Take off?" = Are you ready to leave now?); * consultative: some ellipsis, colloquial language (He went, but his wife didn't.  ___[Drops "go"]); * formal: impart information; * frozen: formulaic (religious, courtroom)

ANECDOTES & STORIES   ___Roz "He's handicapped"   ___"No, I want to fly"   ___Hands on the wheel   ___Monestary   ___Bullhorn   ___Fire Alarm   ___Merlin The Magician   ___Making Out   ___Football Huddle   ___Inflamed Throat   ___Hallway Scenes JOKES   ___Deaf Kong   ___Deaf people have AIDS   ___Deaf screw in a light bulb?   ___Deaf Tree   ___Does your wife sign? checks   ___Grandpa's Aid   ___Honeymoon   ___In this very room (1.7)   ___Pledge Of Allegiance   ___Safari   ___So-So-Suck-My-Toe   ___That's a deaf hunter's dodo   ___Three Deaf Guys   ___"What time/kind is it?"   ___Why do farts smell?   ___Wife fell out of car   ___Working with Elders (1.7)

Dr. Bill's Notes:  (Will expand on these during Fall of 2009 and create page links)   ___Deaf German   ___He fell in love with her   ___ASL Continuum   ___Videos available   ___Sign dictionaries   ___Tutoring available   ___3-D computer language   ___Prescription for arthritis   ___Albert Mehrabian: 55% body, 38% para 7% verb   ___Signing monkeys pass sign to their babies   ___Used with disabled   ___Schizophrenics   ___New laws passed

 ●  Play Charades using vocabulary or Pictionary cards. ● ___Buzz  (counting game, buzz on 7's) ● ___Who's The Leader The students stand in a circle. One person is chosen to be "it" and stands in the middle (eyes temporarily closed). One person is chosen to be the "leader." The "it" opens his/her eyes and tries to figure out who the leader is. The leader makes a variety of movements and everyone in the circle must copy "exactly" what the leader is doing.  Make sure the first few leaders are "show offs" who will get the group doing all kinds of movements: head patting, turning around, leg shaking, clapping, mild dance moves, silly faces, etc. ● ___Who has the sign? Everyone sits in a circle The teacher assigns one sign to each person one person goes in the center of the circle - closes eyes. one person volunteers to start and 'have the sign' (Person A). Center person opens eyes. (Person A) signs someone else's sign (Person B) without center person knowing it. Once person B signs his own sign - he then 'has the sign' and signs someone else's sign. center person tries to figure out who 'has the sign' by asking 'do you have the sign'? Respondents must answer truthfully. ● ___Deciphering written descriptions.  Provide students written descriptions of signs and see if the students can figure out what the sign is. ● ___Describe sign to partner.  Show a sign to a student and he/she has to describe the sign via voice to a partner who hasn't seen the sign. ● ___Elephant trainer: Use the "Elephant" game as a break. ● ___Bingo or make special cards and play "Signo." ● ___Hangman ● ___Circle of sign (first letters):  Students sit in a circle and take turns showing a sign that starts with the letter, A, then B, then C. Each time a student can't think of a sign the letter advances to the next letter. ● ___Circle of sign (handshapes):  This is the same as the "Circle of Sign" game except that the sign's handshape has to have the "letter" as the handshape.  The English gloss doesn't matter.  Thus the sign for HELP could be used for either the letter "A" or the letter "B." ● ___Circle of sign using named categories: colors, fruit, animals ● ___ Tea Party: Each student has a sign. She signs her sign then one other person's sign. That person signs his sign then one other person's sign. If you screw up you are out. If you do the sign of someone who is out -- you are then out. ● ___Numbers: Math drills: Ask your students math questions. If they answer correctly they probably understood your question. ● ___Tic-tac-toe: regular ___with letters ___with numbers ___with vocabulary ● ___Speed Dating: New signs between switches ● ___Helen Keller Speller: one student closes his/her eyes -- the other student spells a vocab word into his/her palm. ● ___Family Feud: base a vocab activity on the old TV "Family Feud" game show. ● ___Deer Hunter  (like paper/rock/scissors except with DEER, POACHER, WARDEN) ● ___Sign relays (rows) person at back has a list of vocab and taps person in front, and sends a vocab word up the line to be written on the board of the person in front. ● ___Concentration:  Put the vocab cards in pairs (or 3 or 4) face down on a table. If a student gets a match they keep the cards. Student with the most card wins. ● ___Spelling Quiz using vocabulary. ● ___Go Fish ● ___Battleship (good for number and letter practice) ● ___Hot & Cold (getting warmer) (good for expression practice) ● ___Describe a person in the room ● ___Jeopardy ● ___Food:  Make a Menu (order a hamburger) ● ___Multi-sided dice: use a "gaming" die to choose students to sign various sentences. ● ___Tell a story:  Students in a circle, first one signs something like ME/I, second student signs something like WENT-to, third student signs something like STORE, and so on. Each student adds one new sign concept to the story. ● ___ Look up the words in book  (if you are using an ASL dictionary or textbook) you can assign students to look up how to sign their sign in your textbook.  Then have each student model their sign to the others. Provide correction and feedback as necessary. ● ___Memory game: show 10, how many can they remember? ● ___ Sign a color and all students have to "touch" the color within 10 seconds ● ___ Jokes:  Teach a joke that uses a lot of vocabulary from your lesson.  

● ___ Understanding what it is like to be deaf slash hoh ● ___Understanding Dr. Bill's "RPM" teaching method ● ___ Bingo ● ___ Pencil Between Thumbs ● ___ Practice Card Usage ● ___ Certification to teach Sign Langauge ● ___ Politics and Public Relations

For later development:

============================================================= ● ___Fingerspelling Review: relays ___spelling speed drills ___bingo ___phonetics ___advanced handshapes ___The Quick Brown Fox... ______Phonetic spelling sheets ___Spelling quiz using vocabulary ___Lexicalized Spelling ● ___penny pass behind back while standing in circle, elephant hunter, deer hunter, ● ___Attention getters: rubber pencil, frog, disappearing Quarter, lift a finger, cat/cow, broken finger, stick behind back, student's own tricks, two people tied with string, human knot, toe-to-toe balance competition, Simon says ___Geometric Shapes ● ___Warming up: Using "warmup exercises" to focus attention: ___Finger exercises ___Change five things ___Frog ___Sculpture ___Pick A Finger ___Pencil Between Thumbs ___Pull a face relay ___Piano fingers ___Simon Says ___Stick behind back ___This finger weighs ___Where's the quarter? ___Human knot ___Picture It ___Circle sit down (stand behind each other, sit on lap). ● ___My Life Right Now: What important things are going on in your life right now? How do we sign those things? ● ___Namesigns ● ___Practice Card Usage ● ___Certification to teach Sign Langauge ● ___Politics and Public Relations ● ___ABC races using asl.ms ● ___Who am I? ● ___Through Deaf Eyes ___"magic calculator" ___(buzz) ● ___Pass It On (coin behind the back) ___My boss is ... ● ___Classifiers: Descriptive: size, shape, and space specifiers refer to the physical characteristics of an object. ___Semantic: indicate objects belonging to certain groups of nouns (e.g., "3" = vehicles). ___Body: represent parts of the body in action or function as a reference. ___Instrument: show how a referent (object) is manipulated. ___Primitive: show groupings, clusters, categories, and areas. ● ___64 Question survey ("Find out" curriculum) ● ___Syllabi that Succeed ● ___Logistics: pairing and grouping of students. ___Review methods: ___Same or Different: Y/N vs WH modeling ● ___Human interest stories: ___Deaf girl to mother: "He's handicapped" ___"No, I want to fly" ___Gallaudet tidbits: DPN-Bullhorn, Fire Alarm, Football Huddle ___Hands on the wheel

General notes on grading and syllabus design:

Notes: 

*  Want to help support ASL University?  It's easy :  DONATE   ( Thanks! ) *  Another way to help is to buy something from Dr. Bill's " Bookstore ."

*  Want even more ASL resources?  Visit the " ASL Training Center ! "  (Subscription Extension of ASLU)   *  Also check out Dr. Bill's channel: www.youtube.com/billvicars  

You can learn American Sign Language (ASL) online at American Sign Language University ™  ASL resources by Lifeprint.com  ©  Dr. William Vicars