Communication: American Sign Language: Emerging Pre-K-2

Other Pennsylvania The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing sets

• Academic Language Development: Emerging Pre-K-2
• Audiology: Hearing & Listening: Emerging Pre-K-2
• Career & Work Readiness: Emerging Pre-K-2
• Communication: Spoken Language: Emerging Pre-K-2
• Self-Determination & Advocacy: Emerging Pre-K-2
• Social Emotional Competencies: Emerging Pre-K-2
• Technology: Emerging Pre-K-2
• Academic Language Development: Early Gr. 3-5
• Audiology: Hearing & Listening: Early Gr. 3-5
• Career & Work Readiness: Early Gr. 3-5
• Communication: Spoken Language: Early Gr. 3-5
• Self-Determination & Advocacy: Early Gr. 3-5
• Social Emotional Competencies: Early Gr. 3-5
• Technology: Early Gr. 3-5
• Communication: American Sign Language: Early Gr. 3-5
• Academic Language Development: Intermediate Gr. 6-8
• Audiology: Hearing & Listening: Intermediate Gr. 6-8
• Career & Work Readiness: Intermediate Gr. 6-8
• Communication: Spoken Language: Intermediate Gr. 6-8
• Self-Determination & Advocacy: Intermediate Gr. 6-8
• Social Emotional Competencies: Intermediate Gr. 6-8
• Technology: Intermediate Gr. 6-8
• Academic Language Development: Advanced Gr. 9-12
• Audiology: Hearing & Listening: Advanced Gr. 9-12
• Career & Work Readiness: Advanced Gr. 9-12
• Communication: American Sign Language: Intermediate Gr. 6-8
• Self-Determination & Advocacy: Advanced Gr. 9-12
• Social Emotional Competencies: Advanced Gr. 9-12
• Technology: Advanced Gr. 9-12
• Communication: American Sign Language: Advanced Gr. 9-12

Compares formal and informal uses of ASLASL.2.Em1

Chooses fingerspelling, signs, and phrases for effectASL.2.Em2

Recognizes and observes differences between the structure of live and published ASLASL.2.Em3

Uses the following to identify the meaning of an unknown sign, fingerspelled word or phrase: contact, inflections, affixes/compounds, sentence level context, features of a signASL.3.Em1

Identifies and applies new meanings for similar signs when a known prefix is added to a known signASL.3.Em2

Determines the meaning of the new sign formed when a known non-manual affix is added to a known signASL.3.Em3

Identifies frequently occurring sign families and their inflectional formsASL.3.Em4

Uses knowledge of the meaning of individual signs to predict the meaning of compound signsASL.3.Em5

Increases in flexibility in using a range of strategies including the use of glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrasesASL.3.Em6

Uses role-shifting and/or non-manual markers to represent categoriesASL.4.Em1

Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)ASL.4.Em2

Distinguishes shades of meaning among verbs describing the same general actionASL.4.Em3

Demonstrates understanding of sign families by relating them to one another based on commonalities in parametersASL.4.Em4

Distinguish shades of meaning through non-manual markersASL.4.Em5

Understands and uses figurative language versus literal language using metaphors, similes, and analogiesASL.4.Em6

Identifies real-life connections between words and their useASL.4.Em7

Distinguishes shades of meaning among closely related inflectional verbs and adjectivesASL.4.Em8

Manipulates phonological parameters to play on signsASL.4.Em9

Distinguishes literal and nonliteral meanings of signs and phrases in contextASL.4.Em10

Distinguishes shades of meaning among related words that describe states of mind or degrees of certaintyASL.4.Em11

Uses signs and phrases acquired through conversations, signing and being signed to, and responding to texts (K)ASL.5.Em1

Uses signs and phrases acquired through conversations, signing and being signed to, and responding to texts that include frequently occurring conjunctions and determiners to signal simple relationships (1) and adjectives and adverbs to describe (2)ASL.5.Em2

Acquires and uses accurate, grade-appropriate conversational, general academic, and domain-specific signs and phrases, including thost that signal spatial and temporal relationships (3)ASL.5.Em3

Recognizes that fingerspelled words are represented by specific sequences of handshapes produced from in to outASL.6.Em1

Uses knowledge that every word spelled consecutively is separated by a brief holdASL.6.Em2

Applies understanding of partition and movement of finger-reading units through recognition of patterns and movementASL.6.Em3

Connects fingerspelling with English in printASL.6.Em4

Recognizes that some signs have fingerspelling equivalentsASL.6.Em5

Understands the use of fingerspelling in ASL and the multiple uses of fingerspellingASL.6.Em6

Uses fingerspelled words for emphasisASL.6.Em7

Engages in creative use of fingerspellingASL.6.Em8

Sees connections between initialized forms and alphabet lettersASL.7.Em1

Compares and contrasts "families" of ASL signs that share the same ASL handshape configuration as opposed to initialized signsASL.7.Em2

Fingerspells words, including short words and names of people or places, including abbreviationsASL.7.Em3

Uses signs to inquire for the fingerspelling of those signsASL.8.Em1

Fingerspells untaught words drawing on phonemic awareness and conventionsASL.8.Em2

Decodes fingerspelled words in context of other parametersASL.8.Em3

Decodes regularly fingerspelled letter combinationsASL.8.Em4

Memorizes chunks of finger-reading units (including lexicalized fingerspelling) when translating to written English as content-appropriateASL.8.Em5

Fingerspells longer words and phrases following correct contour as new ASL and English lexicon expandsASL.8.Em6