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COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AMERICAN SIGN LANGUAGE 2

WEIGHTED GRADE LEVEL: 9-12 ELECTIVE COURSE 1 FULL YEAR 5 CREDITS

PREPARED BY: KRISTY FULLER

RYANNE HUTCHINSON ASST. PRINCIPAL/ SUPERVISOR OF WORLD LANGUAGE

JULY 2017 DUMONT HIGH SCHOOL

DUMONT, NJ 07628 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

American Sign Language 2 – Grade 10-12 – Full Year – 5 Credits (Prerequisite: ASL 1) The study of American Sign Language is a cumulative experience. The second year course stresses sign vocabulary, fingerspelling, and numbers, expressive and receptive signing activities. History of ASL and Deaf Culture will be continued. Successful completion of this course will prepare students with those skills necessary for the ongoing study of American Sign Language. COURSE REQUIREMENTS AND EXPECTATIONS A. Tests and Quizzes - 60% of the grade Tests will be given periodically at times to be determined by the teacher. Tests are announced in advance and may be written or oral. Quizzes may be given at any time without advance notice, and may be either written or oral. B. Homework - 15% of the grade Written homework will be given regularly and will be collected and evaluated by the teacher for completeness, neatness, and accuracy. Reading and study assignments may also be given. C. Classwork - 25% of the grade The teacher will evaluate each student's participation during the class period. The grade will be based on speaking ability, comprehension, questions asked and answered, and other indications of positive participation.

D. Final Examination

Full-Year Courses Weighting Quarter 1 22.5% of final grade Quarter 2 22.5% of final grade Quarter 3 22.5% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

Course of Study American Sign Language II

I. Philosophy

Language skills and the ability to appreciate and participate in other cultures are needed to develop an informed citizenry able to function in our international and multicultural nation, as well as in our increasingly interdependent world. The fundamental purpose of world language instruction is to enable students to communicate in another language and to better understand and appreciate another culture. Since language is a medium of instruction and learning as well as a subject of study, the world language classroom naturally serves as the basis for a wide variety of interdisciplinary content-based activities – art, history, sociology, geography literature and technology. The activities in the world language classroom can be the foundations for a truly bilingual and bicultural life and for full and satisfying participation in our multicultural society. The American Sign Language II course will provide the opportunity to meet the challenge of a world language experience that will better prepare them for college level work. In addition, the ASL Level II course will enhance their preparation for enrollment in ASL Level III.

I. Alignment with the New Jersey Student Learning Standards

Standard 7:1

All students will be able to communicate in at least one world language in addition to English. They will use language to engage in conversation, understand and interpret spoken/signed and written language, present information, concepts, and the ideas while making connections with other disciplines, and compare the language/culture studied with their own.

All students will demonstrate an understanding of the perspectives of a culture through experiences with its products and practices.

II. Career Statement

Cross-content Workplace Readiness included with the above stated standards. The objectives of career infusion may be met through authentic videos signed by native Deaf people, internet/media research, or such activities as to introduce students to career possibilities derived from the knowledge of a world language.

Statement of Textbook 1. Master ASL introduces you to American Sign Language, the language used by the majority of Deaf Americans, and to the

culture of the Deaf World. The textbook focuses on ASL Language and Structure, Deaf Culture and Comparison and Reflection. The DVD component contains: a. Dialogues b. Narratives that incorporate language and cultural skills c. Language and structure lessons with examples on each feature of ASL grammar d. Examples of ASL literature, including ABC and Classifier stores, handshape rhymes and number stories.

2. Signing Naturally Level II is a DVD-text and workbook designed to reinforce classroom instruction. The DVD demonstrates correct sign forms, how a sign is used in a sentence, how a sign form is influenced by the sign that precedes or follows. The DVD explains complicated ASL features such as spatial referencing, classifiers, verb inflections, and role shifting, all of which gather meaning from movement.

Enduring Understandings

a. Students will learn how to use Classifiers in American Sign Language.

b. Students will continue to learn numbers in ASL.

c. Students will sign an ABC and Number Story.

d. Students will learn when fingerspelling should be used.

e. Students will engage in natural ASL conversation, provide and obtain information, express feelings and

emotions.

f. Students will use receptive skills to comprehend simple statements and questions in ASL.

g. Students will understand relationship between the practices and perspectives of Deaf Culture.

h. Students will acquire and further knowledge of other disciplines through ASL.

i. Students will use ASL both within and beyond the classroom setting.

j. Students will apply facial expressions that correspond with feelings and emotions.

k. Students will continue to develop cultural understanding and demonstrate practices appropriate to the

culture in which ASL is used.

l. Students will comprehend and use a few simple cultural practices and customs in ASL.

m. Students will research and present different Sign Languages used in other countries.

n. Students will compare basic similarities and differences between Deaf culture and other cultures.

o. Students will be able to perform simple operations related to other disciplines (e.g. list major ethnic groups,

calculate sums, identify major historical figures)

p. Students will research and write about Deaf Art and Deaf artists.

Essential Questions

a. What is a Classifier?

b. How are numbers in American Sign Language signed?

c. When is fingerspelling used?

d. How will students express feelings and emotion in ASL?

e. How is a question asked in American Sign Language?

f. What is the cultural difference between Deaf and deaf?

g. What is contrastive structure and its spatial purpose in ASL?

h. When should contrastive structure be used in ASL?

i. What is the difference between ASL and other Sign Languages?

j. How are deaf students educated in the United States?

k. How are deaf students educated in other countries?

l. What is an ABC Story?

m. What is an ASL number story?

n. Where will students use ASL?

o. What are the similarities and differences between Deaf culture and other cultures?

p. What is Deaf Art?

ASL Level 2 Dialogues:

Expressive Receptive

ASL LEVEL 2 Curriculum Unit 8 6 weeks

Leisure

Unit 9 5 weeks

Weather and Climate

Unit 10 6 weeks

Travel

Presentation* 6 weeks

Countries (Foreign Sign Language)

Unit 11 5 weeks

Personal Environment and Activities

Unit 12 6 weeks

Education and Post-Secondary Education

Unit 13 6 weeks

Earning a Living

FINAL EXAMINATION Units 8-13

*Presentation Students will be assigned a Country to research. Each student will write a report and present the following: A rubric will be distributed for student assessment. 1. What is the country? 2. What is the country’s Manual Alphabet? 3. How are Deaf students educated in that country in comparison to the United States? 4. What is the population of Deaf people in the country? 5. What are the views of the Cochlear Implant in that country? 6. When was the first school for the Deaf established?

UNIT 8: LEISURE Lesson One—Brainstorming: Leisure, hobbies, sports, and interests. Lesson Two—Hobbies Lesson Three—Sports Lesson Four—Interests Lesson Five—Leisure time: after school and weekends Lesson Six—Leisure times: holidays and vacation Lesson Seven—Special occasions: family occasions Lesson Eight—Religious events, ethnic traditions and customs Lesson Nine—Deaf leisure: clubs, bars/restaurants, places of entertainment, athletics Lesson Ten—Review of unit

CORE CONCEPT: Social Communication GUIDING PRINCIPLES

Enduring Understanding

1. Students will learn ASL grammar and how to apply this to leisure information.

2. Students will be able to identify Deaf sports (Deaf

Olympics) and traditions 3. Students will use leisure information to sign WH and

Yes/No questions.

Essential Questions 1. What are leisure signs in ASL? 2. What is the Deaf Olympics? When is the Deaf Olympics?

What are some Deaf traditions in the Deaf Community? Who participates in the Deaf Olympics?

3. How are WH and Yes/No questions signed?

STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily

classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn:

C1. Key vocabulary in ASL

associated with leisure information

C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about leisure information

P2. Effectively sign WH and Yes/No questions in ASL when asking about personal information. P3. Write short, simple sentences in ASL gloss. P4. Effectively negotiate meaning to reach mutual understanding

UNIT 9: WEATHER AND CLIMATE Lesson One—Brainstorming: Geographical features, climate and weather Lesson Two—Geographical features: big city, small town, village, suburb, country Lesson Three—Geographical features: ecology Lesson Four—Climate and weather: seasons and months Lesson Five—Climate and weather: weather: temperature, precipitation, wind. Lesson Six—Activities for each type of ecology, climate and weather Lesson Seven—Natural catastrophes: fires, mudslides, inclement weather conditions Lesson Eight—Quality of environment: living, air and water qualities Lesson Nine—Quality of environment: upkeep (cleaning, pollution-avoidance behaviors) Lesson Ten—Review of unit



1. Students will learn ASL grammar and how to apply this to weather and climate

2. Students will learn about RIT, CSUN and Gallaudet

University. 3. Students will use personal information to sign WH

questions and Yes/No questions

Essential Questions

1. What are ASL weather and climate signs? 2. Where is RIT, CSUN and Gallaudet University? What is the

significance of these colleges to the Deaf community> 3. How are WH and Yes/No questions signed?

STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn: C1. Key vocabulary in ASL associated with weather and climate C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about weather and climate

P2. Effectively sign WH and Yes/No questions in ASL when asking about personal information. P3. Write short, simple sentences in ASL gloss. P4. Effectively negotiate meaning to reach mutual understanding

UNIT 10: TRAVEL Lesson One—Brainstorming: Travel places, activities, and itinerary. Lesson Two—Places to travel: vacation sites, maps of places to go, graphic symbols and instructions Lesson Three—Travel activities: sightseeing, sunbathing, skiing, etc. Lesson Four—Places to stay: hotels, motels, camping, private guest accommodations Lesson Five—Means of transportation: plane, car, bus, cruise, etc. Lesson Six—Traveler’s planning: advertisements/promotional information, agencies (print and online). Lesson Seven—Traveler’s planning: fares and costs. Lesson Eight— Traveler’s planning: itinerary timetables Lesson Nine—Deaf people’s travel practices: places, special events, planning Lesson Ten—Review of unit.



1. Students will learn ASL grammar and how to apply this to travel information

2. Students will identify the difference between deaf and

hearing traveling differences 3.Students will use travel to sign WH and Yes/No

questions.

Essential Questions 1. What are the ASL signs for travel and transportation? 2. What is the difference between Deaf and hearing travel and

transportation? 3. How are WH and Yes/No questions signed?

STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn: C1. Key vocabulary in ASL associated with travel and transportation, C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about travel and transportation P2. Effectively sign WH and Yes/No questions in ASL when asking about travel and transportation.

P3. Write short, simple sentences in ASL gloss. P4. Effectively negotiate meaning to reach mutual understanding

UNIT 11: PERSONAL ENVIRONMENT AND ACTIVITIES Lesson One—Brainstorming: Physical and psychological characteristics and personal daily routines. Lesson Two—Physical characteristics: height and weight Lesson Three—Physical characteristics: skin complexion Lesson Four—Physical characteristics: facial features, body shape, and color of hair and eyes Lesson Five—Physical characteristics: clothes and jewelry Lesson Six—Physical characteristics: disabilities. Lesson Seven—Psychological characteristics: character and personality Lesson Eight—Psychological characteristics: likes and dislikes Lesson Nine—Psychological characteristics: hobbies and interests Lesson Ten—Personal daily routines: morning Lesson Eleven—Personal daily routines: afternoon Lesson Twelve—Personal daily routines: evening Lesson Thirteen—Deaf people’s physical and psychological characteristics Lesson Fourteen—Deaf people’s daily routines. Lesson Fifteen—Review of unit.



1. Students will learn ASL grammar and how to apply this to their own personal environment and activities

2. Students will be able to identify deaf physical and

psychological characteristics.

Essential Questions 1. What are ASL signs for personal environment and activities? 2. What is the physical and psychological characteristics of the deaf

and hard of hearing?

3. Students will use personal information to sign WH and

Yes/No questions.


STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn: C1. Key vocabulary in ASL associated with personal environment C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about personal environment P2. Effectively sign WH and Yes/No questions in ASL when asking about personal environment.

UNIT 12: HUMAN ENVIRONMENT AND ACTIVITIES/EDUCATION Lesson One—Brainstorming: School organization, experiences, academic performance, relationships, conduct and discipline, and postsecondary opportunities. Lesson Two—School organization: types and structures, and personnel and roles Lesson Three—Schooling experiences and academic performance: programs and content Lesson Four—Schooling experiences and academic performance: examinations and preparations, and grading system and academic criteria Lesson Five—Schooling experiences and academic performance: diploma, certificates, and degrees Lesson Six—Relationships: relationships among students and relationships between staff and students. Lesson Seven—Discipline: responsibilities and expectations, and discipline and reasons for discipline Lesson Eight—Postsecondary opportunities: college and employment Lesson Nine—Postsecondary opportunities: support services, vocational rehabilitation, and training and funding sources. Lesson Ten—Personal experiences, performance, relationships, conduct and discipline, and future post-secondary plans (by public and by private sectors) Lesson Eleven—Deaf education: deaf education in society: types and rationale and deaf student relationships in deaf school and hearing schools Lesson Twelve—Deaf education: deaf students’ academic attainments and postsecondary opportunities for deaf people Lesson Thirteen—Review of unit.



1. Students will learn ASL grammar and how to apply this to their own post secondary education

2. Students will be able to identify deaf education in society

and deaf student relationships.

Essential Questions 1. What are ASL signs for school experiences and post

secondary education?

2. What is the deaf education and student relationships?


3.Students will use education to sign WH and Yes/No questions.

STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn: C1. Key vocabulary in ASL associated with post secondary education C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about post secondary education

P2. Effectively sign WH questions in ASL when asking about post secondary education.


Review Gallaudet University, RIT and CSUN Review Deaf President Now UNIT 13: HUMAN ENVIRONMENT AND ACTIVITIES—EARNING A LIVING Lesson One—Brainstorming: Types of employment, occupations and tasks, working conditions, work relationships, job market. Lesson Two—Types of employment: commonly known occupations and tasks. Lesson Three—Times of employment: summer, part time employment, and volunteer work. Lesson Four—Work conditions: work roles/responsibilities Lesson Five—Work conditions: preparation/training Lesson Six—Work conditions: pay/benefits. Lesson Seven—Work relationships: relationships with colleagues and employer, and labor/management relations Lesson Eight—Work relationships: job evaluation Lesson Nine—Job market: new trends in employment Lesson Ten—Personal job experiences: occupation, working conditions, working relationships, and future job plans Lesson Eleven—Deaf employment: types of jobs and places of employment and future job opportunities for deaf people Lesson Twelve—Deaf employment: work conditions and relations with co-workers for deaf workers Lesson Thirteen—Review of unit.



1. Students will learn ASL grammar and how to apply this to earning a living

2. Students will be able to identify jobs and placement for

deaf people. 3.Students will use personal information to sign WH and

Yes/No questions.

Essential Questions 1. What are the signs for earning a living? 2. What are types of employment for deaf people? 3. How are WH and Yes/No questions signed?

STANDARDS AND LEARNING OBJECTIVES Established Goals (adapted from the New Jersey Student Learning Standards) 7.1 The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way,” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s). B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions. C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives The students will learn: C1. Key vocabulary in ASL associated with earning a living C2. Appropriate WH questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to sign about earning a living P2. Effectively sign WH questions in ASL when asking about earning a living.

Modifications/Strategies for Student Populations *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes & Skills**

Special

Education/Gifted

ELL

At Risk of School

Failure

Benchmarking

Career Skills

1. Guest Speakers*Gallaudet University

2. Multimedia/Videos 3. Interviews* Information Media and

Technology Skills (Communication)

1. Presentations w/Visuals

2. Authentic ASL clips

3. Native signers 4. Role Play 5. Debates* 6. Speeches* 7. Rhetoric &

Figurative Language

8. Think-Pair-Share

Special Education 1. Providing

Notes/Modified Notes a. Power Points b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Enhanced Digital Texts 5. Modeling 6. Chunking 7. Scaffolding 8. Repeat/Rephrase 9. Manipulatives/Visuals 10. Graphic Organizers 11. Study Guides

1. Word to Sign Dictionaries

2. ASL online Dictionaries

3. Total Physical Response

4. Providing Notes/Modified Notes

a. Power Points

b. Text with Annotations

5. Providing Anchor Copies with Rubrics

6. Guided Reading a. Highlight

ing b. Underlini

ng

1. Providing Notes/ Modified Notes

a. Power Points

b. Text with Annotations

2. Providing Anchor Copies with Rubrics

3. Guided signing a. Highlighti

ng b. Underlinin

g c. Providing

Definitions d. Outlining

4. Enhanced Digital Texts

5. Modeling 6. Chunking

1. Pre and Post SGO Assessments

Collaboration 1. Cooperative

Projects 2. Group

Collaboration using TL

3. Sharing/Exchanging foreign language informations

4. Peer Editing 5. Culture comparison 6. Jig Saw

Creativity

1. Visual Interpretations

2. Creative Writing a. Modernized

Versions of Sign

b. Narratives c. Poems d. Drama

Critical Thinking 1. Creativity and

Innovation 2. Interpret L2 3. Identify and ask

questions 4. Frame, analyze and

synthesize information

12. Portfolios 13. Modified Texts 14. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

15. Tutoring/Extra Help Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts

(Higher Lexical Levels)*

c. Providing Definitions

d. Outlining 7. Enhanced

Digital Texts 8. Modeling 9. Chunking 10. Scaffolding 11. Repeat/Rephrase 12. Manipulatives/

Visuals 13. Graphic

Organizers 14. Study Guides 15. Portfolios 16. Modified Texts 17. Conferencing

a. Student b. Parent c. Guidance d. Administ

ration e. CST

18. Tutoring/Extra Help

7. Scaffolding 8. Repeat/Rephrase 9. Manipulatives/Vis

uals 10. Realia 11. Graphic

Organizers 12. Study Guides 13. Portfolios 14. Modified

tests/quizzes 15. Priority Seating 16. Conferencing

a. Student b. Parent c. Guidance d. Administra

tion e. CST

17. Tutoring/Extra Help

18. Re-test options

5. Understanding interconnections

6. Text Analysis 7. Peer Review 8. Reading & Writing

& Signing a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology 1. SMART Board 2. iMovie 3. Text to Sign 4. Socrative 5. Wikis 6. Google Drive

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