Common Planner
K–12 Standards

Grades 6-8: American Sign Language, Level III

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American Sign Language, Level III

  • 1.

    Communication. The student communicates in ASL using expressive and receptive communication skills without voice. The student is expected to:AIII.1

    1. A.

      engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information at an intermediate proficiency level;AIII.1.A

    2. B.

      demonstrate an understanding of ASL such as stories, commands, and instructions when dealing with familiar and less familiar topics;AIII.1.B

    3. C.

      convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the intermediate proficiency level;AIII.1.C

    4. D.

      demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics at the intermediate proficiency level; andAIII.1.D

    5. E.

      create and express ASL literature, including handshape stories, that follows traditional cultural features.AIII.1.E

  • 2.

    Cultures. The student gains knowledge and understanding of American Deaf culture. The student is expected to:AIII.2

    1. A.

      apply ASL to recognize and use Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;AIII.2.A

    2. B.

      apply ASL to show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;AIII.2.B

    3. C.

      apply ASL to show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture; andAIII.2.C

    4. D.

      demonstrate an in-depth understanding of Deaf history and how it applies to the perspectives of American Deaf culture.AIII.2.D

  • 3.

    Connections. The student uses ASL to make connections with other subject areas and to acquire information. The student is expected to:AIII.3

    1. A.

      use resources and digital technology to gain access to in-depth information about ASL and Deaf culture; andAIII.3.A

    2. B.

      apply ASL at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.AIII.3.B

  • 4.

    Comparisons. The student expands insight into the nature of language and culture by comparing the student's own language and culture to ASL and American Deaf culture. The student is expected to:AIII.4

    1. A.

      apply ASL at the intermediate proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;AIII.4.A

    2. B.

      apply ASL at the intermediate proficiency level to demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture; andAIII.4.B

    3. C.

      apply ASL at the intermediate proficiency level to demonstrate an understanding of how one language and culture can influence another.AIII.4.C

  • 5.

    Communities. The student participates in the Deaf/ASL community by using ASL. The student is expected to:AIII.5

    1. A.

      apply ASL at the intermediate proficiency level in or out of the school setting through involvement in cultural activities such as attending Deaf events;AIII.5.A

    2. B.

      use technology to communicate with the Deaf/ASL community; andAIII.5.B

    3. C.

      show evidence of becoming a lifelong learner by using ASL at the intermediate proficiency level for personal enrichment and career development.AIII.5.C

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2014

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