Content Outline and Competencies:

I. Utilize Both Non-Verbal and Verbal Communication
   A. Communicate the context of a message through eye contact, facial expression and body language
   B. Demonstrate basic ASL signs
   C. Practice manual and physical coordination
   D. Receive and express a message by communicating its content through
manual and physical coordination in ASL

II. Demonstrate Appropriate Vocabulary Used For Grammatical Patterns in
Various Sentence Types Including Time, Pronouns, Subject/Object
Relationships, Classifiers, SASSES, Plurals, Locatives, Temporal Aspects
and Distribution Aspects
   A. Introduce oneself
      1. Ask for and give names in ASL
      2. Confirm and correct information by using positive and negative headshakes
      3. Use yes/no questions, Wh-questions, personal pronouns and spatial referencing
   B. Exchange personal information
      1. Ask if the person is deaf or hearing and where that person learned sign language
      2. Respond to information in ASL
      3. Use yes/no and Wh-questions and the not-negation in ASL
   C. Talk about surroundings
      1. Ask/tell where. 
      2. Express wants and correct information
      3. Use real - world orientation and non-manual markers
   D. Tell where you live
      1. Ask/tell where and how you come to class
      2. Use Wh-questions and real world orientation and noun-verb pairs
   E. Talk about your family
      1. Ask/tell about marital status and siblings
      2. Practice the number of siblings and family members involved
      3. Use possessive pronouns, yes/no questions, negative responses and contrastive structure.
   F. Tell about activities
      1. Receive and express apologizing, giving reasons and opinions and suggesting activities
      2. Using time signs, what-questions, dual pronouns, phrasing and listing activities
III. Practice Producing and Receiving Numbers
   A. From 1 - 30
   B. Multiples of 5 (up to 100)

Content Outline and Competencies:

I. Expressive and Receptive Communication Skills:
   A. Use varied sentence types (including Rhetorical and Conditional)
   B. Recognize and practice signs in ASL related to time
   C. Sign properly in pronouns and subject/object relationships in ASL
   D. Describe objects and people with sign classifiers, pluralization, and locatives
   E. Acquire a basic understanding of temporal and distributional aspects in conversation

II. Demonstrate Vocabulary Used for Various Types of Language Functions and Grammar:
   A. Give directions
      1. Ask/tell where, explain needs, interrupt conversations, confirm and express uncertainty
      2. Use ordinal numbers, topic/comment structure and spatial referencing in ASL
   B. Describe others
      1. Identify people who are present, confirming and correcting
      2. Use Wh-questions, descriptive classifiers, body part classifiers and describe clothing
   C. Make requests
      1. Describe locations and commands, offer assistance, accept/decline offers and ask for clarification
      2. Use spatial verbs, inflected verbs, spatial reference and role shift
   D. Talk about family and occupations
      1. Explain relationships
      2. Ask/tell how long and how old
      3. Use possessive pronouns and dual personal pronouns
      4. List principle:  ranking family members     
   E. Attribute qualities to others
      1. Contradict opinions
      2. Use one-character role shifting
      3. Practice contrastive structure
   F. Talk about routines
      1. Solve conflicts
      2. Tell what time and when
      3. Use temporal sequencing, time signs and frequency
   G. Practice producing and receiving numbers
      1. From 51-98
      2. Multiples of 5, 10, and 11
      3. Related to money
      4. Related to time on a clock
      5. Related to age

Content Outline and Competencies:

I. Demonstrate Proficiency in Non Verbal Communication
   A. Communicate the context of a message through appropriate eye contact, facial expressions, body language and ASL
II. Demonstrate Intermediate ASL Verbal Communication Skills
   A. Read and receive intermediate ASL signs and grammar
   B. Express and send intermediate ASL signs and grammar
III. Demonstrate Proficiency in Manual/Physical Coordination
   A. Communicate the context of a message using manual and physical coordination in ASL
IV. Demonstrate Receptive and Expressive Competencies in ASL Conversation
at the Low/Mid Intermediate Level
   A. Complain, make suggestions and requests
      1. Complain about others, make suggestions, make requests, ask for permission, express concern, decline and explain why, agree with
condition, agree with shortcoming and ask for clarification
      2. Use recurring time signs, continuous time signs, temporal aspects: recurring and continuous, inflecting verbs, role shifting, conditional sentences and clock numbers
   B. Talk about the weekends
      1. Ask about the weekend, describe weekend activities, express opinions/feelings
      2. Tell about disrupted plans, temporal sequencing, time signs with
durative aspect
      3. Use element classifiers
   C. Exchange personal information
      1. Ask/tell when, tell about life events (when clauses, phrasing for sequencing events)
      2. Ask nationality of name, narrate family immigration and history, correct and elaborate
      3. Use possessive forms, descriptive and locative classifiers, numbers, dates and addresses
   D. Locate things around the house
      1. Give reason and make request, ask where, give specific location, correct and confirm information, open conversations
      2. Use topic-comment structure, weak hand as reference, locative classifiers, yes/no questions, wh-questions
   E. Describe and identify objects
      1. Ask what a word means, give definition, describe object
      2. Use descriptive classifiers (for shapes, patterns and textures), instrument classifiers, weak hand as reference, topic-comment structure, non-manual markers and money numbers.
   F. Practice producing and receiving numbers
      1. From 120 – 1,000
      2. Ordinal: 101-109
      3. Multiples of 100 to 1,000

Content Outline and Competencies:

I. Demonstrate Proficiency in Manual/Physical Coordination
   A. Communicate the context of a message using manual and physical coordination in ASL
   B. Demonstrate receptive and expressive competencies in ASL conversations at the mid/high intermediate level.
II. Demonstrate Receptive and Expressive Competencies in ASL Conversations at the Mid/High Intermediate Level.
   A. Narrate unforgettable moments
      1. Receive and express passing, throwing, spilling, tripping and falling
      2. Receive and express information about injuries and mishaps
      3. Use appropriate language to express kissing, hugging and poking in a Deaf culture setting.
      4. Receive and express information about unforgettable moments
   B. Share interesting facts
      1. Receive and express information about the whole-part of facts
      2. Receive and express listing facts and comparing facts
      3. Receive and express information about illustrating a fact
   C. Explain rules
      1. Receive and express information about different rules we live by
      2. Practice card games and group games
   D. Tell about accidents
      1. Receive and express information about accidents with horses
      2. Receive and express information about accidents with transportation
      3. Describe an accident

Content Outline and Competencies:

I. Using Sentence Types
   A. Receive and express Yes-No Questions, Wh-word Questions, Rhetorical
Questions in ASL.
   B. Receive and express commands, conditionals, negation and assertion,
topicalization, relative clauses sentence types in ASL.
II. Understanding the Time concept in ASL
   A. Receive and express relative time- The "Time Line".
   B. Receive and express non-manual adverbs, incorporation of number, passive hand as reference point.
   C. Receive and express regularity signs, duration-related signs, repetition and duration-related signs, and tense using ASL.
III. Applying Pronominalization in ASL
   A. Receive and express pronouns referring to "present" people, things, and places.
   B. Receive and express indexing, plural pronouns, eye-indexing, possessive reference, reflexive/emphatic reference, demonstrative reference, pronouns referring to "non-present" people, things, places.
   C. Receive and express setting up referents in space: What, Where, and How, and setting up referents on the non-dominant hand in ASL.
IV. Utilizing Subjects and Objects in ASL
   A. Receive and express verbs, directionals, sign order and topicalization.
   B. Receive and express body and gaze shifting, direct address, and what are subjects and objects in ASL.
V. Understanding what Classifiers are in ASL and its' role.
   A. Receive and express classifiers that represent noun functions, classifiers that represent singulars and pluralizations.
   B. Receive and express classifiers that represent size, shape, depth, and texture (also known as descriptive classifiers) in ASL.
VI. Applying Locatives in ASL space.
   A. Receive and express different ways to express locative relationships in ASL.
   B. Receive and express directional verbs, indexing, and separate locative signs in ASL.
VII. Utilizing Pluralization in ASL
   A. Receive and express number agreement rules, ways to indicate plurality with different types of signs, singular classifiers, plural classifiers.
   B. Receive and express pronouns, number signs, and verbs in ASL.
VIII. Applying Temporal Aspect in ASL
   A. Receive and express four different inflections for temporal aspect in ASL.
IX. Applying Distributional Aspect in ASL
   A. Receive and express four different inflections for distributional aspect in ASL.
X. Understanding the History of Deaf Culture and American Sign Language
   A. Explain the meaning of a "language",  the history of American Sign Language and how it affected deaf culture.
   B. Explain the history of using English in the Deaf Community and compare it to ASL.
   C. Receive and express sign formations and variations, and selected sign types in ASL.

Content Outline and Competencies:

I. Cultural diversity issues in the Deaf Community
   A. Examine the concepts of language and identity.
   B. Discuss the language/mode continuum within the d/Deaf community (Oral, cued speech, MCE, Contact Variety, ASL, etc).
   C. Examine the collectivistic nature of the d/Deaf community and implications for diversity.
   D. Examine multiculturalism/diversity within the Deaf community (race, gender, sexual orientation, etc).

II. Resources available in the Deaf Community
   A. Identify resources of the Deaf Community (organizations/clubs, advocacy agencies and Commissions for the Deaf & Hard of Hearing, Deaf residential schools).
   B. Describe Deaf Community organizations related to local and national clubs and sports (sports, advocacy, religious, political, multi-cultural, and social).
   C. Examine how access and public awareness have changed the lives of d/Deaf and hard of hearing people.  

III. Major events in Deaf history
   A. Examine historical events.
   B. Identify well-known Deaf/deaf and hearing figures.

IV. Significant features of Deaf Culture.
   A. Identify and examine social interaction rules, values, language and
tradition, group identity.
   B. Compare and contrast features of Deaf culture with mainstream, non-Deaf American culture.
      1. identify elements of high context culture and low context culture
      2. identify differences between collectivistic and individualistic cultures
   C. Discuss and reflect on individual reactions and pre-conceived ideas.

V. Culturally-oriented views of the Deaf Culture/Community versus the pathological perspective.
   A. Examine the term “disability” by identifying connotations, assumptions, stigma, etc.
   B. Examine what it means to be a cultural/linguistic minority within mainstream, American society.
   C. Discuss the terms hearing, d/Deaf, hard of hearing, and hearing impaired.
   D. Compare and contrast views of various stakeholders within Deaf Education (parents, administrators, teachers of the Deaf, Special Educators, etc.).
   E. Examine philosophies of Manual Communication and the Oral Method.
   F. Examine the phenomenon of Cochlear Implants and the effects on mainstream views of Deaf people as well as effects within the d/Deaf community.

VI. Pedagogical, social and political issues within the Deaf Community
   A. Discuss implications of the diverse range of educational choices for parents (Oral, Aural, cued speech,  mainstream, residential).
   B. Examine the influences of media on the d/Deaf community.
   C. Examine the role of national and local service agencies and providers in legislation and politics related to d/Deaf people.

Content Outline and Competencies:

I. The appropriate use of fingerspelling in ASL discourse.
   A. Recognize and produce titles and names of people, places, books, movies, programs, etc.
   B. Recognize and produce numerical and alphabetical information related to locations and addresses.
   C. Recognize and produce fingerspelling for expression of words that do
not have lexical signs (technical words, acronyms, specialized
vocabulary).
   D. Recognize ways that fingerspelling is sometimes used for other
communicative purposes (emphasis, surprise, clarification).
II. Skills related to comprehension and production of fingerspelling
   A. Comprehend and produce fingerspelled words from identified topic categories (i.e., food, beverages, cities/towns, nature, automobiles, etc.).
   B. Comprehend and produce numerical information (addresses, phone numbers, personal information, basic math).
   C. Comprehend and produce lexicalized loan signs.

Content Outline and Competencies:

I. Definitions of Different Types of ASL Literature
   A. Describe the following parameters of ASL Poetry:
      1. Rhythm
      2. Classifier Predicates
      3. Meter
      4. Rhyme
         a. Number Handshape
         b. Alphabetical Handshape
         c. Particular Handshape
         d. Worded Handshape
   B. Describe ASL Storytelling/narratives
   C. Explain Deaf Folklore, including the following
      1. Deaf Beliefs
      2. Traditional Deaf Legends
      3. Modern Deaf Legends
      4. Deaf Tall Tales
   D. Define Deaf Humor
   E. Explain other genres in ASL Literature
      1. Deaf Anecdotes
      2. Deaf Riddles

II. Demonstrations of Varying Types of ASL Literature
   A. Produce ASL Poetry using the following parameters:
      1. Rhythm
      2. Classifier Predicates
      3. Meter
      4. Rhyme
         a. Number Handshape
         b. Alphabetical Handshape
         c. Particular Handshape
         d. Worded Handshape
   B. Demonstrate ASL Storytelling/Narratives
   C. Re-tell Deaf Folklore, including the following
      1. Deaf Beliefs
      2. Traditional Deaf Legends
      3. Modern Deaf Legends
      4. Deaf Tall Tales
   D. Perform Deaf Humor
   E. Demonstrate other genres in ASL Literature
      1. Deaf Anecdotes
      2. Deaf Riddles