Table of Contents
Please click on the links below to navigate to your desired destination.
Each activity includes ASL standards, visuals, and printable activity worksheets.
VIEWING: SNOWY DAY STORYSIGNING
ASL Grade Level: K - 2nd grade and new heritage language learners in 3rd-4th grades
ASL K-2 Standards
Please note not all standards are covered in the provided materials. You can create additional materials to meet these standards.
View the story before doing the activities below.
Activity 1.a. - Winter Clothing Vocabulary
Directions:
Review each of the vocabulary signs corresponding to the pictures below. Print the winter clothing matching worksheet without signing pictures (2nd page, in PDF, located in the last box below) and distribute it to students.
Hand out pre-cut pictures and instruct students to place the signs next to the correct picture. They should verify with you before pasting. If there are some errors, inform them there are mistakes without specifying which ones. Encourage them to try again until they have corrected all errors before pasting.
developed by Isabella Kogan
winter clothing.pdfActivity 1.b. - VOCABULARY SIGNS AND HANDSHAPE MATCHING GAME
Directions:
Download the PDF version (see the last box below) and print the handshape cards with pictures.
Cut out each square with pictures and shuffle them. Cut out the handshape square (on the top of the sheet) or use the handshape cards from Dawn Sign Press for a larger view.
Distribute 1-2 cards to each student. Make sure all cards are utilized.
Students will take turns signing the vocabulary and asking peers if they possess the same handshape in their cards.
Upon finding a match, place the matched cards on the handshape wall. Refer to the sample pictures below.
developed by Barbara Motylinski
Click on the upper right arrow on the sheet below to print all pages. You can cut all of the cards and mix them up for them to match.
VOCHANDSHAPE.pdfHandshape Matching Digital Game
You can click the icon below to use the smartboard to play the game together.
AND/ OR
Have your students scan with their iPad. They can compete with each other using this game.
The HANDSHAPE MATCHING GAME offers various options (refer to the right-handed column to access different features), and you can print them for the students to use on paper. IGNORE the Speaking Cards!
You can choose various games displayed in the left column at the game site (see below as a sample). You can find this by clicking on the print icon at the bottom of the game.
These games offer supporting materials ideal for review and assessments, which you can download and print.
What same handshape do you see? Can you find more of that handshape in the story?
Activity 2 - COMPOUND SIGNS and LEXICALIZED FINGERSPELLING
developed by Barbara Motylinski
COMPOUND SIGNS AND LEXICALIZED FINGERSPELLING
SIGNED BY HARVEY WILLIAMS (STORYSIGNER)
Compound signs means each sign may not fully show the movement. Compounds are lexicalized in form as well, in the sense that they tend to have the phonological appearance of a single sign rather than of two signs. For one, they are much shorter than equivalent phrases (Klima and Bellugi 1979: 213)
Lexicalized fingerspelling encompasses combinations of fingerspelled signs and regular signs, such as "LIFE#STYLE."
As early as 6 months old, deaf children begin attempting to sign, akin to babbling in hearing infants (Bonvillian & Richards, 1993). They mimic fingerspelling through finger movements, much like hearing children playing with letters in writing.
Children fingerspell as they practice and it helps develop their everyday life with their language use and how they write on a paper. (Padden, 1990) Furthermore, Gates and Chase (1976) discovered that deaf children often demonstrate superior spelling abilities compared to hearing children due to their visual word recognition and utilization of fingerspelling. Deaf educators must recognize the importance of teaching deaf children to establish a connection between fingerspelling and written language (Grushkin, 1998).
ASL Heritage Teachers and Deaf Teachers tend to incorporate lexicalized fingerspelling with their D/HH students as they know the importance of utilizing it in their academic ASL lessons and discourse. For content areas and elementary levels, Teachers of the Deaf mustn't neglect the use of fingerspelling as an approach to support ASL literacy, bilingual literacy and English literacy plus vocabulary development in D/HH children.
compounddef.movArticle on ASL Compounding
Compounding in ASL.pdfDirections:
Display the compound/fingerspelling cards on your screen or print using the PDF version found in the last section. Discuss the meanings (refer to the video above) and replay The Snowy Day video to identify these compound signs and fingerspelling with signs. Pause for discussion.
For receptive skills, provide each student with a card or two and instruct them to raise their card when you sign the compound/fingerspelling words.
For expressive skills, students will formulate their sentences using these compound signs and lexicalized fingerspelling.
COMPOUND SIGNS and lexicalized fingerspelling
FROM SNOWY DAY theme
Click on the right arrow below to download/print. Students can use the visual notes to study before playing the game below.
compound signsfsp.pdfCompound Digital Game
You can click the icon below to use the smartboard to play the game together.
AND/ OR
Have your students scan with their iPad. They can compete with each other using this game.
The COMPOUND and LEXICALIZED FINGERSPELLING GAME offers various options (refer to the right-handed column to access different features), and you can print them for the students to use on paper.
You can choose various games displayed in the left column at the game site (see below as a sample). You can find this by clicking on the print icon at the bottom of the game.
These games offer supporting materials ideal for review and assessments, which you can download and print.
Activity 3 - ALL ABOUT CLASSIFIERS!
-size and shape specifiers
- body parts and handling classifiers
Directions:
Show each of the slides to the students and call one by one for them to sign for a type of classifiers. Have students look at the pictures, identify the handshapes used to describe the classifiers, and use grammatical facial expressions to describe the objects and manner. You can print and cut the pictures for the students to categorize the types of classifiers as a hands-on activity.
developed by Barbara Motylinski
CLSnowyDay.pdfStudents can color below and take a picture or a video description using BPCL.
ColoringPageSnowyDaybyKeats-1.pdfActivity 4 - USING FINGERSPELLING IN CONTEXTS
(refer to the ASL Standards in Activity 2)
Directions:
Discuss how these fingerspelled words can apply to different contexts by using pictures. Also, discuss how we use classifiers to describe the shapes. Print the pdf below and cut each picture for the students to recall. They can create sentences in their video.
developed by Barbara Motylinski
Click on the right arrow below to download/print.
fspcontext.pdfActivity 5 - ANSWERING COMPREHENSION QUESTIONS
This activity is good for students who are learning Who, What, Where and When question concepts.
Directions:
Please print the provided PDF below and categorize the pictures and signs into WHERE, WHO, WHAT, and WHEN sections. Position each of the "Wh" signs by Isabella Kogan at the center of a long colored strip. On the left side, designate "The Snowy Day," and on the right side, allocate space for the upcoming story viewing of your choice. Refer to the picture as a sample below (*coming up soon).
For students who haven't demonstrated a complete understanding of the Wh-questions, it's advisable to begin with WHERE. You can demonstrate by searching for an object and asking the students "WHERE _______ WHERE?" Select a cut-out picture and inquire about its location, such as "WHERE BOY - PETER - SLEEP WHERE?" or "WHERE PETER BATHE?" Continue with WHO, WHAT, and WHEN. For WHY questions, you can naturally integrate these questions into conversations and gradually incorporate them into daily interactions. When students are ready, you can try to apply the concept of WHY to the story.
developed by Isabella Kogan and Barbara Motylinski
Snowy Day Pictures VOC.pdfFor more comprehension questions tailored to different grade levels (K-3) , click below.
Comprehension Questions come from different online sources
ASL part is developed by Barbara Motylinski
CQlevelk-3.pdfDirections:
Sign each question in class and have students circle on paper or prepare a video of your signed questions for individual students to answer.
cq1-4.pdfActivity 6 - SEQUENCING AND RETELLING
Directions:
Print the sequence blank worksheets and pictures (see below) and pass them out to students. Have them cut out the pictures and put them aside.
Have students view the story again and re-arrange the pictures in the correct order.
Students can use this visual to support their retelling to tape themselves or present live. Retelling Rubric can be found here.
by Isabella Kogan
Click on the upper right arrow to download and print for cut-out activities.
Snowy Day Sequence.pdfActivity 7 - WINTER ACTIVITIES FOR DISCOURSE
developed by Barbara Motylinski
winter activity signs.pdfDirections: Discuss these winter activities and ask each of the students what they have already experienced.
Also, ask them which activities they would like to try. Have them describe in their narratives.
Activity 8 - BILINGUAL CHALLENGE
Directions:
Use correct handshape, non-manual markers, and speed to demonstrate the type of snow.
Videotext Related Topics
For 2nd grade, ASL Standards:
Compare and contrast two or more versions of the same story (e.g., Eyeth) by different authors and/or signers or from different cultures.