American Sign Language Interpreter Framework
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| CIP Code: 161603 | Total Framework Hours: |
| Course: American Sign Language Interpreter – Year 3 | Exploratory: Preparatory: |
COMPONENTS AND COMPETENCIES
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| Performance Assessment:
Grammatical components are imbedded throughout all standards and assessments. |
STANDARDS AND COMPETENCIES
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| Standard: Grammar – Year 3 | Total Learning Hours for Standard: |
Competency
| Competency Description
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| Grammatical Components:
· Core vocabulary for ASL 103 · Idioms and expressions · Compound signs · Numbers o Cardinals 1-999 million o Systems – movement for 67, 68, 69, 76, 78, 79, 86, 87, 89, 96, 97, 98 · Sentence Structures o Relative clauses o Rhetorical questions o Compound sentences and conjunctions · Sign Inflections o Prosody: Intensity o Prosody: Character o Aspect: Temporal o Aspect: Distributional · Classifiers – weather / elements · Role-shifting |
EALRs or GLEs (Taught & Assessed in Standards)
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Writing
| Math
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Reading
| Communications
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Science
| Social Studies
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Art
| Health and Fitness
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SKILLS
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| Leadership: |
| Employability: |
| Analytical, Logical & Creative Thinking: |
| Relevance to Work: |
| Performance Assessments:
1. In a group, evaluate ADA compliance in their school. 2. Students will attend a public interpreting venue and analyze classroom skills conveyed through the interpreter. 3. Using technology students will record an audible monologue that will be interpreted by a randomly chosen student who will interpret the selection. 4. Students will take the RID written practice test. |
STANDARDS AND COMPETENCIES
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| Standard: Professional/Career – Year 3 | Total Learning Hours for Standard: |
Competency
| Competency Description
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| RID Practice test | |
| Internship/Job shadow | |
| Overuse syndrome | |
| Code of ethics | |
| Interpreter Code of Professional Conduct | |
| Practice interpretation | |
| To begin to appreciate and understand interpreting | |
| Panel discussion including: interpreters, audiologists, speech therapists, counselors, etc. | |
| ADA Laws |
EALRs or GLEs (Taught & Assessed in Standards)
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Writing
| Writing
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| 1.6.2 | Uses collaborative skills to adapt writing process. | 2.2.1 | Demonstrates understanding of different purposes for writing. |
| 2.3.1 | Uses a variety of forms/genres. | 3.2.2 | Analyzes and selects language appropriate for specific audiences and purposes. |
Reading
| Communications
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Science
| Social Studies
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Art
| Health and Fitness
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SKILLS
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| Leadership:
3.1 The student will analyze the roles and responsibilities of citizenship. 3.2 The student will demonstrate social responsibility in family, community, and business and industry. 3.3 The student will understand their role, participate in and evaluate community service and service learning activities. 3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practices those skills in real-life. 3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, national, and international level. 3.6 The student will understand the importance and utilize the components and structure of community based organizations. |
| Employability:
1.2 The student will demonstrate the ability to acquire and use information in a family, community, business and industry setting. Information · Acquire and evaluate information · Organize and maintain information · Interpret and communicate information · Use computer to process information 1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. Technology · Select technology · Apply technology to task · Maintain and troubleshoot equipment 1.5 The student will use interpersonal skills to communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals. Interpersonal Skills · Participates as a member of a team · Teaches others new skills · Serves clients/customers · Exercises leadership · Negotiates · Works with diversity |
| Analytical, Logical & Creative Thinking: |
| Relevance to Work: |
| Performance Assessments:
· Student will translate and perform an English to ASL selection. · Students will work in pairs to have a spontaneous conversation on a given topic using culturally appropriate skills of a length determined by the teacher. |
STANDARDS AND COMPETENCIES
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| Standard: Function – Year 3 | Total Learning Hours for Standard: |
Competency
| Competency Description
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| Exchange information about:
· locating/identifying/describing things, · life events, · family history, · weekend events with o int identification o vocabulary o grammatical o structures | |
| ASL proficiency: expressive & receptive skills at the Intermediate Mid level:
· vocabulary · storytelling techniques · ASL grammatical structures · present with fluency | |
| ASL conversations in signing environment:
· Culturally appropriate skills for opening/endings etc. · Express thoughts, opinions, agreement, clarification Functional Components: · Describing family and relationships · Sibling ranking · Explaining relationships · Describing occupations · Describing personalities · Describing typical routines |
EALRs or GLEs (Taught & Assessed in Standards)
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Math
| Writing
|
Reading
| Communications
|
Science
| Social Studies
|
Art
| Health and Fitness
|
SKILLS
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| Leadership:
Individual Skills 1.1 The student will analyze, refine, and apply decision-making skills through classroom, family, community, and business and industry (work related) experiences. 1.3 The student will demonstrate oral, interpersonal, written, and electronic communication and presentation skills and understand how to apply those skills. Group Skills 2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals. 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow. |
| Employability:
1.2 The student will demonstrate the ability to acquire and use information in a family, community, business and industry setting. Information · Acquire and evaluate information · Organize and maintain information · Interpret and communicate information · Use computer to process information 1.5 The student will use interpersonal skills to communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals. Interpersonal Skills · Participates as a member of a team · Teaches others new skills · Serves clients/customers · Exercises leadership · Negotiates · Works with diversity |
| Analytical, Logical & Creative Thinking: |
| Relevance to Work: |
| Performance Assessments:
· Students will choose a current event from Deaf culture and write a position paper. · Students will give and receive a tactile vocabulary test and reflect on the SSP or the deaf/blind consumer role. · Students will draw a Venn diagram showing the relationship between the diverse groups within the broader deaf community. · Students will create and perform an ASL folk lore story/poem (Sign Off) (Years 1-3) · Students will use and demonstrate culturally appropriate techniques to negotiate a Deaf environment. (Years 1-3) |
STANDARDS AND COMPETENCIES
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| Standard: Culture – Year 3 | Total Learning Hours for Standard: |
Competency
| Competency Description
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| Deaf blindness | |
| How technology is impacting the deaf community | |
| World deaf issues & languages; World Federation of the Deaf | |
| Current issues in ASL studies/deaf/deaf culture | |
| Cultural Awareness/application |
EALRs or GLEs (Taught & Assessed in Standards)
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Writing
| Writing
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| 1.1.1 | Analyzes and selects effective strategies for generating ideas and planning writing. | 1.3.1 | Revises text, including changing words, sentences, paragraphs, and ideas. |
| 2.2.1 | Demonstrates understanding of different purposes for writing. | 3.1.1 | Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. |
| 3.1.2 | Analyzes and selects effective organizational structures. | 4.2.1 | Evaluates and adjusts writing goals using criteria. |
Reading
| Communications
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Science
| Social Studies
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Art
| Health and Fitness
|
SKILLS
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| Leadership: Individual Skills 1.3 The student will demonstrate oral, interpersonal, written, and electronic communication and presentation skills and understand how to apply those skills. 1.4 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. Group Skills 2.1 The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals. 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow. 2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed. |
| Employability:
1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. Resources · Time · Money · Material and Facilities · Human Resources 1.2 The student will demonstrate the ability to acquire and use information in a family, community, business and industry setting. Information · Acquire and evaluate information · Organize and maintain information · Interpret and communicate information · Use computer to process information 1.3 The student will demonstrate an understanding of complex inter-relationships (systems). Systems · Understands systems · Monitor and correct performance · Improve or design systems 1.5 The student will use interpersonal skills to communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals. Interpersonal Skills · Participates as a member of a team · Teaches others new skills · Works with diversity |
| Analytical, Logical & Creative Thinking: |
| Relevance to Work: |