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Meeting the National Standards with Master ASL!Level One Content Guide
Developed by Jason E. Zinza
Knowing how, when, and why to say what to whom.
CO
MMUNICATION
COMMUN
ITIES
COMPARISONS CONNEC
TION
S
CULTURES
© 2006, Jason E. Zinza
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic, or mechanical, including photocopying, recording, or by any information storage or retrieval system, without written permission from Sign Media, Inc.
How to order:
Copies may be ordered from Sign Media, Inc., 4020 Blackburn Lane, Burtonsville, MD 20866-1167. For credit card orders, place your order online at www.signmedia.com or phone 1-800-475-4756.
© 2006, Jason E. Zinza All rights reserved 1
Using This DocumentThe national standards for foreign language learning, commonly known as the 5 C’s, are equally important in developing student proficiency. Teaching and learning that focuses on culture, connec-tions, and comparisons allow students to meaningfully communicate in interpersonal, interpretive, and presentational modes, while fostering a life-long interest in ASL and Deaf culture.
Planning a lesson that integrates the national standards is made easier when the teacher knows what to look for. This document organizes the content of Master ASL! Level One by standard, so the teacher can see at a glance which standards are addressed and when. Ideally, students are con-sistently exposed to all 5 C’s throughout their learning experience. Planning lessons, tasks, or units around the 5 C’s is known as integrated design, and the lesson plan called a “Learning Scenario.” Here is an example of a general Learning Scenario:
Standards Integration ChecklistUnit: 4
Lesson Title: Communicating About Family
Lesson Sub-Topic: Contrastive Structure; Gender Distinction
Standards Description
CommunicationCommunication in languages other than English
(interpersonal) 1.1 Students interview each other about their families
(interpretive) 1.2 Students view the What’s Your Family Like? narrative
(presentational) 1.3 Students give a presentation about their family structure
CulturesGain knowledge & understanding of other cultures
(practices & perspectives) 2.1 Students celebrate the birth of a Deaf baby
(products & perspectives) 2.2 Students view Susan Dupor’s artwork, “Family Dog”
ConnectionsConnect with other disciplines & acquire information
(knowledge of other disciplines) 3.1 Students research statistics on Deaf demographics
(distinctive viewpoints) 3.2 Students role play a family meal to understand what often happens when a hearing family with a Deaf member eats together
ComparisonsDevelop insight into the nature of language & culture
(comparisons of L1 & L2) 4.1 Students compare contrastive structure with “and” in English
(comparisons of C1 & C2) 4.2 Students compare similarities and differences in behaviors between Deaf and hearing families
CommunitiesParticipate in multiligual communities at home & around the world
(use L2 inside & outside of class) 5.1 Students plan a Silent Dinner and invite the Deaf community
(becoming a life-long learner) 5.2 Students read the novel, “Train Go Sorry”
2 © 2006, Jason E. Zinza All rights reserved
Standards Integration ChecklistUnit: _____________
Lesson Title: ________________________________________________________________________________
Lesson Sub-Topic: ___________________________________________________________________________
Standards Description
CommunicationCommunication in languages other than English
(interpersonal) 1.1(interpretive) 1.2
(presentational) 1.3
CulturesGain knowledge & understanding of other cultures
(practices & perspectives) 2.1(products & perspectives) 2.2
ConnectionsConnect with other disciplines & acquire information
(knowledge of other disciplines) 3.1(distinctive viewpoints) 3.2
ComparisonsDevelop insight into the nature of language & culture
(comparisons of L1 & L2) 4.1(comparisons of C1 & C2) 4.2
CommunitiesParticipate in multiligual communities at home & around the world
(use L2 inside & outside of class) 5.1(becoming a life-long learner) 5.2
© 2006, Jason E. Zinza All rights reserved 3
Co
mm
un
icat
ion
Com
mun
icat
ion
Stan
dard
Com
mun
icat
ion
Func
tions
Prag
mat
ics
& Pr
osod
ySt
ruct
ure
Stra
tegi
es
Interpersonal Communication
Com
mun
icat
ion
1.1:
St
uden
ts e
ngag
e in
co
nver
satio
ns in
Am
eric
an
Sign
Lan
guag
e to
pro
vide
and
obta
in in
form
atio
n,
expr
ess
feel
ings
and
em
otio
ns, a
nd e
xcha
nge
opin
ions
.
Gree
tings
(1);
Fare
wel
ls
(1);
Aski
ng fo
r & g
iving
na
mes
(1);
Agre
emen
t (1)
; Di
sagr
eem
ent (
1); M
akin
g re
ques
ts (1
); Fe
elin
gs
(1);
Daily
act
ivitie
s (2
); Cl
assr
oom
nee
ds (2
); Ca
lend
ar (2
); Pe
rson
al
back
grou
nd (3
); Li
kes
& di
slike
s (3
); Fa
vorit
es (3
); Nu
mbe
rs (3
); M
onth
s &
seas
ons
of y
ear (
3); H
olid
ays
(3);
wea
ther
(3);
Fam
ily (4
); As
king
for &
givi
ng a
ge
(4);
Life
eve
nts
(4);
frien
ds
(4);
Rela
tions
hips
& d
atin
g (4
); Pe
rson
ality
(4);
Scho
ol
& ed
ucat
ion
(5);
Narr
atin
g ev
ents
usin
g cl
assi
fiers
(5);
Tellin
g tim
e (5
); Sp
orts
(6);
Activ
ities
& h
obbi
es (6
); Co
mm
unity
eve
nts
(6);
Daily
ro
utin
e (7
); Hy
gien
e (7
); Ho
useh
old
resp
onsi
bilit
ies
(7);
Clot
hing
(7);
Desc
ribin
g pe
ople
(8);
Ethn
icity
(8);
Pers
onal
cha
ract
eris
tics
(8);
Heal
th (8
); Na
ture
(8);
Loca
l co
mm
unity
(9);
Hom
e (9
); M
oney
(9);
Tran
spor
tatio
n (9
); M
akin
g pl
ans
(10)
; O
ccup
atio
ns (1
0); F
oods
(1
0); A
nim
als
(10)
Oth
er: I
diom
s &
expr
essi
ons
(1-1
0); S
ynon
yms;
ant
onym
s (1
-10)
Mak
ing
intro
duct
ions
(1);
Usin
g th
e Qu
estio
n-M
aker
(1
); M
akin
g re
ques
ts (1
); As
king
for h
elp
(2);
Verif
ying
com
preh
ensi
on (2
); Us
ing
the
WH-
Face
(2);
aski
ng fo
r in
form
atio
n (2
); Re
ques
ting
clar
ifica
tion
(2);
Aski
ng
back
grou
nd q
uest
ions
(3
); Nu
mbe
r inc
orpo
ratio
n (3
); Ex
chan
ging
per
sona
l in
form
atio
n (3
); De
scrib
e pe
rson
ality
(4);
Givin
g ba
sic
dire
ctio
ns (5
); Ge
nera
lizin
g (5
); In
corp
orat
ing
time
into
co
nver
satio
n (5
); Co
ncep
tual
ac
cura
cy o
f sig
ns (5
); Te
nses
(6);
Narr
atin
g pa
st
even
ts (6
); Na
rrat
ing
futu
re
activ
ities
(6);
Narr
atin
g ev
ents
alo
ng a
tim
elin
e (7
); In
terr
uptin
g (7
); De
scrib
ing
clot
hing
(7);
Usin
g cl
assi
fiers
as
prep
ositi
ons
(7);
Desc
ribin
g ph
ysic
al &
em
otio
nal c
hara
cter
istic
s (8
); Gi
ving
deta
iled
dire
ctio
ns
(9);
Mak
ing
plan
s (1
0)
Oth
er: G
ambi
ts (1
-9)
Role
of f
acia
l exp
ress
ions
(1
); Ey
e co
ntac
t (1)
; For
mal
vs
. inf
orm
al la
ngua
ge (1
); Ic
onic
ity (2
); Va
riatio
n in
AS
L (2
); Ba
ckch
anne
lling
(3);
Sent
ence
rhyt
hm (3
); Ef
fect
of s
ign
emph
asis
(3);
Lang
uage
cha
nge
(4);
Fixin
g m
ista
kes
(4);
Sem
antic
s (b
usy
– bu
sines
s) (5
); In
itial
izatio
n (5
); M
ultip
le
mea
ning
s/co
ncep
tual
ac
cura
cy (5
, 7);
Rule
of 9
(6
); Ev
ery
(7);
Turn
-tak
ing
(7);
Loca
tion
affe
cts
mea
ning
(8);
Sign
er’s
pe
rspe
ctive
(9)
Oth
er: S
ign
varia
tion
(1-1
0);
Mou
thin
g (1
-10)
; Eye
gaz
e (1
-10)
; Spe
ed &
rhyt
hm
(nar
rativ
es 1
-10)
Role
of N
MS
(1);
Lang
uage
co
ntin
uum
(gre
at-g
ood-
so
so-n
ot v
ery
well-
lous
y)
(1);
Sent
ence
leng
th
Utte
ranc
es (1
); Si
ghtli
nes
(1);
Dire
ctio
nalit
y (2
); Si
gned
que
stio
n m
ark
(2);
Sent
ence
stru
ctur
e (2
); Ye
s/no
que
stio
ns (1
,2,3
); To
picc
omm
ent s
truct
ure
(3);
WH-
ques
tions
(3);
Shou
lder
-shi
fting
(4);
Age-
Spot
(4);
List
ing
& or
derin
g (4
); Pr
onou
n-Nu
mbe
r inc
orpo
ratio
n (4
); Cl
assi
fiers
(5, 6
, 7, 8
, 9,
10);
ASL
para
met
ers
(6);
Tens
e m
arke
rs (6
); Sp
atia
l or
gani
zatio
n (7
); No
unve
rb
pairs
(7);
Desc
riptiv
e ex
pans
ion
(8);
Spat
ial
visua
lizat
ion
(9);
Mon
ey
spot
(9)
Mix
of o
pen
& cl
osed
di
alog
ues;
Car
toon
s to
elic
it se
nten
ce-le
ngth
utte
ranc
es;
Cloz
e ex
erci
ses;
Pic
ture
se
quen
cing
; Int
ervie
ws;
St
ory
line
up; S
truct
ure
drills
; Top
ic-s
peci
fic
activ
ities
; Circ
umlo
cutio
n ex
erci
ses;
Rel
ay a
ctivi
ties;
In
tera
ctio
n w
ith n
ative
si
gner
s
4 © 2006, Jason E. Zinza All rights reserved
Com
mun
icat
ion
Stan
dard
Com
mun
icat
ion
Func
tions
Prag
mat
ics
& Pr
osod
ySt
ruct
ure
Stra
tegi
esInterpretive / Receptive
Com
mun
icat
ion
1.2:
St
uden
ts u
nder
stan
d an
d in
terp
ret A
mer
ican
Sig
n La
ngua
ge fr
om re
cord
ed
mat
eria
l or s
igne
d in
per
son
on a
var
iety
of t
opic
s.
Lang
uage
pla
y (p
uns,
joke
s);
View
reco
rded
mat
eria
l, i.e
., m
ovie
s, v
logs
, etc
; Gue
st
spea
kers
; Wat
ch le
arne
rs
pres
ent i
n gr
oups
or s
olo;
Vi
ew te
ache
r com
mun
icat
ion
in c
lass
, inc
ludi
ng te
ache
r-te
ache
r and
teac
her-l
earn
er
inte
ract
ion
Fing
ersp
ellin
g de
codi
ng
stra
tegi
es; C
ompr
ehen
sion
st
rate
gies
; Clo
ze &
ci
rcum
locu
tion
stra
tegi
es;
Reco
gniti
on o
f con
text
ual
cues
; Und
erst
and
cont
ent
rath
er th
an fo
cus
on s
ign
reco
gniti
on
Awar
enes
s of
sig
ht li
nes/
visib
ility;
Lig
ht c
ondi
tions
; Ba
ckch
anne
lling;
Eye
co
ntac
t; Ha
ndlin
g di
stra
ctio
ns o
r int
erru
ptio
ns;
Awar
enes
s of
regi
onal
di
ffere
nces
in le
xicon
Unde
rsta
ndin
g pa
ragr
aph-
leng
th u
ttera
nces
, na
rrat
ives,
or s
torie
s;
Awar
enes
s of
sen
tenc
e bo
unda
ries
& sh
ifts;
ro
le-s
hifti
ng; T
opic
aliza
tion;
Si
gner
’s p
ersp
ectiv
e
View
pre
sent
atio
ns (s
olo
& gr
oup)
; Gro
up s
tory
tellin
g;
Circ
umlo
cutio
n ex
erci
ses;
M
emor
ize s
torie
s, jo
kes,
na
rrat
ives;
Rel
ay a
ctivi
ties
Presentational / Expressive
Com
mun
icat
ion
1.3:
Stud
ents
pre
sent
in
form
atio
n, c
once
pts,
and
id
eas
in A
mer
ican
Sig
n La
ngua
ge to
an
audi
ence
in
per
son
or v
ia re
cord
ed
mat
eria
l.
Reco
rd n
arra
tives
, sto
ries,
AS
L lit
erat
ure,
and
in
divid
ual p
rese
ntat
ions
; Li
ve p
rese
ntat
ions
(in
clas
s or
out
side
) of n
arra
tives
, st
orie
s, A
SL li
tera
ture
, and
in
divid
ual p
rese
ntat
ions
Inco
rpor
atin
g de
tails
for
phys
ical
des
crip
tions
; M
ultip
le p
ersp
ectiv
es &
ch
arac
ters
; Man
age
mul
tiple
tim
elin
e po
ints
(if n
eede
d);
Awar
enes
s of
the
nega
tive
effe
cts
of s
tam
mer
ing
and
hesi
tatio
n on
ASL
dis
cour
se
Atte
ntio
n-ge
tting
stra
tegi
es;
Larg
er s
ign
prod
uctio
n; U
se
of fo
rmal
var
iatio
ns w
hen
need
ed; R
hyth
m &
pat
tern
s;
Lang
uage
“flo
w”
rath
er th
an
dysf
luen
t pro
duct
ion
Abilit
y to
sig
n pa
ragr
aph-
leng
th u
ttera
nces
; ASL
di
scou
rse
diam
ond
(intro
duct
ion
– de
tails
–
conc
lusio
n); V
ocab
ular
y ad
equa
te to
topi
c
Sign
nar
rativ
e st
orie
s;
Perfo
rm A
SL li
tera
ture
; Give
pr
esen
tatio
ns o
n as
sign
ed
topi
cs; P
rese
ntat
ions
on
lear
ner-s
elec
ted
topi
cs;
Indi
vidua
l sto
ryte
lling;
cre
ate
vlogs
© 2006, Jason E. Zinza All rights reserved 5
Cu
ltu
res
Cultu
res
Stan
dard
Trad
ition
al B
elie
fsBe
havi
ors
Pers
pect
ives
Practices
Cultu
res
2.1:
Stu
dent
s de
mon
stra
te a
n un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e pr
actic
es a
nd p
ersp
ectiv
es
of A
mer
ican
Dea
f cul
ture
an
d th
e De
af W
orld
.
Shar
ing
back
grou
nd in
form
atio
n is
pol
ite (1
); Pr
otoc
ol to
obt
ain
atte
ntio
n via
sho
ulde
r-tap
or
wav
ing
(1);
Usin
g vo
ices
in c
ompa
ny o
f Dea
f is
rude
(1);
Soci
alizi
ng w
ith D
eaf i
s hi
ghly
valu
ed
(1);
Not s
ayin
g fa
rew
ell t
o ev
eryb
ody
is ru
de (1
); Re
spec
t for
ASL
flue
ncy
(1);
Wel
com
e he
arin
g st
uden
ts le
arni
ng A
SL (2
); Na
me
sign
s ar
e be
stow
ed b
y th
e De
af c
omm
unity
(3);
Valu
e of
ha
ving
Deaf
par
ents
or s
iblin
gs (4
); Co
das
are
part
of th
e De
af c
omm
unity
(4);
Frie
ndsh
ips
are
valu
ed (4
); Pr
efer
red
educ
atio
n is
at a
sch
ool
for t
he D
eaf (
5); P
olite
to e
xpla
in w
hy la
te to
an
even
t (5)
; Ora
lism
is o
ppre
ssive
(5);
Valu
e of
co
ntrib
utin
g to
hea
ring
cultu
re, e
.g. D
umm
y Ho
y (6
); Be
ing
desc
riptiv
e is
not
rude
(7);
Deaf
peo
ple
are
bicu
ltura
l and
reta
in th
eir u
niqu
e di
ffere
nces
, su
ch a
s Na
tive
Amer
ican
her
itage
(8);
Deaf
pe
ople
are
not
han
dica
pped
(8);
Deaf
peo
ple
are
not l
imite
d by
dea
fnes
s, e
.g. d
eaf d
octo
rs (8
)
Intro
duct
ions
incl
ude
the
exch
ange
of b
ackg
roun
d in
form
atio
n to
est
ablis
h co
mm
on ti
es a
nd id
entit
y (1
); Sh
ake
hand
s an
d hu
g (1
); Ta
p ge
ntly
to
obta
in a
ttent
ion
(1);
Mak
e pl
ans
to s
ee e
ach
othe
r ag
ain
befo
re le
avin
g (1
); In
divid
ual f
arew
ells
are
po
lite
(1);
Repe
atin
g th
ank
you
to s
ay “
You’
re
wel
com
e” (2
); Co
mm
on b
ond
is u
se o
f ASL
and
de
afne
ss (2
); Ba
ckch
anne
lling
is e
xpec
ted
(3);
Visu
al a
ppla
use
(3);
Resp
ect i
s sh
own
by s
igni
ng
& fa
cial
exp
ress
ions
, not
title
s lik
e M
r. or
Mrs
. (5
); Pr
otoc
ol fo
r tur
n-ta
king
and
inte
rrup
ting
(7);
Desc
riptio
ns b
ecom
e ru
de w
hen
paire
d w
ith
unfla
tterin
g fa
cial
exp
ress
ions
(8)
Hear
ing
impa
ired
cove
ys b
roke
nnes
s (2
); De
af
peop
le a
re p
roud
to b
e de
af (2
); Pr
efer
sel
f-la
belin
g ra
ther
than
from
hea
ring
(2);
Cultu
ral a
nd
lingu
istic
min
ority
(2);
Com
mon
bon
d of
bei
ng
Deaf
form
s co
mm
unity
& c
ultu
re (2
); Cu
ltura
l m
odel
of d
eafn
ess
pref
erre
d ov
er p
atho
logi
cal
(2);
Deaf
com
mun
ity o
ften
repl
aces
wea
k fa
milia
l bo
nds
(4);
Visu
al la
ngua
ge (e
.g.,
poin
ting)
is
not r
ude
(1, 5
); Vi
sual
info
rmat
ion
is c
onve
yed
visua
lly a
nd is
not
con
side
red
rude
, suc
h as
de
scrib
ing
indi
vidua
ls in
det
ail (
8); C
olle
ctivi
sm
vs. i
ndivi
dual
ism
is p
rized
(9)
Cultu
res
Stan
dard
Trad
ition
al P
rodu
cts
Pers
pect
ives
Tang
ible
Inta
ngib
le
Products
Cultu
res
2.2:
Stu
dent
s de
mon
stra
te a
n un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e pr
oduc
ts a
nd p
ersp
ectiv
es o
f Am
eric
an D
eaf c
ultu
re a
nd
the
Deaf
Wor
ld.
Visu
al a
lerts
(2, 7
); Na
me
sign
s (3
); Vi
deop
hone
s (3
); Pa
gers
(3);
TTY
(3);
Scho
ols
for t
he D
eaf a
s ne
xus
of D
eaf c
omm
unity
(5);
Galla
udet
Uni
vers
ity (5
); St
oryt
ellin
g co
mpe
titio
ns (6
); Or
gani
zing
Deaf
-onl
y sp
ort t
ourn
amen
ts (6
); De
aflym
pics
(6);
Crea
tion
of fo
otba
ll hu
ddle
(6);
Tact
ile s
ign
lang
uage
(8)
Visu
al la
ngua
ge &
beh
avio
r is
a na
tura
l mea
ns o
f com
mun
icat
ing
(1);
Adap
t hea
ring
item
s fo
r dea
f use
(2);
Deaf
con
greg
ate
in m
etro
are
as (3
); He
arin
g &
Deaf
wor
lds
are
mut
ually
en
richi
ng (9
); M
ust h
ave
enou
gh
light
to s
ee c
onve
rsat
ions
(10)
Artw
ork:
Pla
ys, p
aint
ings
, scu
lptu
re,
othe
r (2,
4);
Inte
rpre
ters
(5);
ASL
liter
atur
e (5
, 6);
Lege
nds,
e.g
. log
ca
bin
= A
mer
ica
(5);
TDI’s
Blu
e Bo
ok (9
); Gu
ide
dogs
(10)
; Dea
f or
gani
zatio
ns
Stru
ggle
to g
ain
reco
gniti
on o
f ASL
(1
); St
rugg
le to
gai
n re
cogn
ition
as
min
ority
gro
up (1
); Fi
ght f
or c
lose
d ca
ptio
ning
(7);
Deaf
Wor
ld (4
); De
af
peop
le c
an d
o an
ythi
ng b
ut h
ear
(1, 1
0)
6 © 2006, Jason E. Zinza All rights reserved
Co
nn
ecti
on
sCo
nnec
tions
Sta
ndar
dGe
ogra
phy
Mat
hem
atic
sTe
chno
logy
Interdisciplinary Reinforcement: Knowledge
Conn
ectio
ns 3
.1: S
tude
nts
rein
forc
e an
d fu
rther
th
eir k
now
ledg
e of
oth
er
disc
iplin
es th
roug
h st
udyin
g Am
eric
an S
ign
Lang
uage
.
Wor
king
with
map
s (F
inge
rspe
lling
3.8)
; USA
Sta
tes,
Can
adia
n Pr
ovin
ces,
M
exic
o (3
); M
ajor
citi
es in
USA
(3);
Stat
e ca
pita
ls (F
inge
rspe
lling
3.15
); St
rang
e pl
ace
nam
es (F
inge
rspe
lling
3.12
); Fa
mou
s Pl
aces
; (Fi
nger
spel
ling
3.16
); Co
llege
tow
ns (F
inge
rspe
lling
5.13
); Ol
ympi
c Ci
ties
(Fin
gers
pellin
g 6.
7); F
orei
gn P
lace
s (F
inge
rspe
lling
9.16
); Bo
dies
of w
ater
(Fin
gers
pellin
g 8.
2); C
ity p
arks
(Fin
gers
pellin
g 9.
6); F
amou
s la
kes
(Fin
gers
pellin
g 8.
5):
Oce
ans
& se
as (F
inge
rspe
lling
8.7)
; Fam
ous
natio
nal p
arks
(Fin
gers
pellin
g 8.
13);
Fam
ous
dese
rts (F
inge
rspe
lling
8.11
); No
tabl
e M
ount
ains
(F
inge
rspe
lling
8.8)
; Pre
side
ntia
l Birt
hpla
ces
(Fin
gers
pellin
g 9.
10);
Fam
ous
Zoos
(Fin
gers
pellin
g. 1
0.15
); Fa
mou
s M
onum
ents
(Fin
gers
pellin
g 9.
2); C
ity
Popu
latio
ns (N
umbe
rs 4
.4)
Coun
ting
(Num
bers
1.2
); Pa
ttern
de
codi
ng (N
umbe
rs 1
.5, 2
.9);
Addi
tion
(Num
bers
1.6
); Su
btra
ctio
n (N
umbe
rs 1
.7);
Gree
k &
Latin
nu
mer
ical
pre
fixes
(Num
bers
1.
7); A
stro
nom
y 10
1 (N
umbe
rs
8.10
); Po
pula
tions
(Num
bers
9.3
); Ne
ighb
orho
od re
nts
(Num
bers
9.
6); A
t the
Fru
it St
and
(Num
bers
10
.7);
The
Loca
l Res
taur
ant
(Num
bers
10.
9); E
xcha
nge
Rate
s (N
umbe
rs 9
.8)
Clos
ed c
aptio
ning
(7);
Ope
n ca
ptio
ning
, sub
title
s, re
al ti
me
capt
ioni
ng (7
); He
arin
g ai
ds,
coch
lear
impl
ants
(8);
http
://Se
arch
(1
, 5, 6
, 7, 8
); Vi
deop
hone
(3);
Visu
al
aler
ts (2
); w
ww.
ican
n.or
g (3
); w
ww.
coda
-inte
rnat
iona
l.org
(4);
ww
w.rid
.or
g (5
); w
ww.
deaf
lympi
cs.c
om (6
); w
ww.
nad.
org
(7);
ww
w.nc
icap
.org
(7
); w
ww.
tdi-o
nlin
e.or
g (9
); w
ww.
deaf
nativ
e.co
m (8
)
Hist
ory
Scie
nce
Hist
oric
per
spec
tives
on
ASL
(1);
Grow
th o
f ASL
acc
epta
nce
from
196
0s to
no
w (1
); He
len
Kelle
r (1)
; Gal
laud
et U
nive
rsity
(5);
Cultu
ral &
His
toric
figu
res
(Fin
gers
pellin
g 2.
14, 2
.15)
; 188
0 M
ilan
Conf
eren
ce (5
); Fa
mou
s lit
erar
y &
hist
oric
al fi
gure
s (F
inge
rspe
lling
3.14
); Ol
ympi
c Ci
ties
(Fin
gers
pellin
g 6.
7); F
amou
s Na
tura
lists
& E
xplo
rers
(Fin
gers
pellin
g 8.
16);
Pres
iden
tial
Birth
plac
es (F
inge
rspe
lling
9.10
)
Scie
ntis
ts K
onst
antin
Tsi
olko
vsky
, Tho
mas
Edi
son
(1);
Chem
istry
Nob
el
prize
: Sir
John
War
cup
Corn
forth
(1);
Deaf
ness
(pre
lingu
al &
pos
tling
ual)
(5);
Nutri
tion:
Foo
d Py
ram
id (1
0); B
iolo
gy: h
earin
g/ea
r pro
cess
(2);
Nobe
l Pr
izew
inne
rs (F
inge
rspe
lling
5.17
); Pl
anet
s (F
inge
rspe
lling
8.1)
; Flo
wer
s (F
inge
rspe
lling
8.3)
; Ana
tom
y: B
rain
Fun
ctio
ns (F
inge
rspe
lling
8.9,
10)
; Sk
elet
al s
yste
m (F
inge
rspe
lling
8.12
)
Lite
ratu
reSp
orts
Socio
logy
Poet
ry w
ritte
n in
Eng
lish:
List
en T
o M
e (1
) & A
Rec
ipe
for A
SL (1
0: O
ral
liter
atur
e (5
); AS
L lit
erat
ure
genr
es (6
); Li
tera
ture
writ
ten
in E
nglis
h by
dea
f au
thor
s: R
ober
t Pan
ara,
Lex
Low
man
, Lau
ra S
earin
g, L
inw
ood
smith
, Gil
East
man
, Ber
nard
Bra
gg, E
ugen
e Be
rgm
an, D
ougl
as B
ulla
rd (6
); Fa
mou
s lit
erar
y &
hist
oric
al fi
gure
s (F
inge
rspe
lling
3.14
); Ti
tles
of fa
mou
s lit
erar
y w
orks
(Fin
gers
pellin
g 4.
5); N
ames
of f
amou
s au
thor
s (F
inge
rspe
lling
4.14
); Fa
mou
s po
ems
& po
ets
(Fin
gers
pellin
g 6.
12);
Deaf
stu
dies
boo
k tit
les
(Fin
gers
pellin
g 9.
14);
Lite
ratu
re s
igne
d in
ASL
: Dea
fula
(5);
Stor
y Us
ing
“5”
(5);
Sym
phon
y/M
usic
(5);
Haun
ted
Hous
e (6
)
inve
ntio
n of
foot
ball
hudd
le, D
umm
y Ho
y, C
urtis
Prid
e, L
uthe
r H. T
aylo
r, Le
roy
Colo
mbo
(6);
Fam
ous
Athl
etes
(F
inge
rspe
lling
6.1)
; Olym
pic
Citie
s (F
inge
rspe
lling
6.7)
; Olym
pic
Reco
rds
(Num
bers
6.3
); Sp
orts
&
athl
etes
(Fin
gers
pellin
g 6.
4)
Com
mun
ity-c
ultu
re o
rigin
s &
defin
ition
s (2
); Ge
neal
ogic
al s
tudi
es/
fam
ily tr
ees
(4);
Law
: Am
eric
ans
with
Dis
abilit
ies
Act (
7); D
eaf n
ative
Am
eric
ans
(8);
Criti
cal t
hink
ing:
De
batin
g De
af C
hild
Are
a si
gns
(3);
Mul
ticul
tura
l Dea
f org
aniza
tions
(8);
Deaf
-blin
dnes
s (8
);Dea
f edu
catio
n op
tions
& c
ontro
vers
ies
(5);
Nativ
e Am
eric
an n
atio
ns (F
inge
rspe
lling
8.14
); De
af p
opul
atio
n ce
nter
s (F
inge
rspe
lling
9.4)
© 2006, Jason E. Zinza All rights reserved 7
Cultu
res
Stan
dard
Arts
Lang
uage
/Lin
guis
tics
Read
ing
Writ
ing
Interdisciplinary Reinforcement (cont.)(C
onne
ctio
ns 3
.1 c
ont.)
Deaf
arts
(2, 4
); Th
eatre
(4)
Scul
ptur
e (4
); Fa
mou
s ar
tists
(F
inge
rspe
lling
2.17
); De
af a
ctor
s:
Bill
Enni
s, P
atric
k Gr
aybi
ll, D
ebbi
e Re
nnie
(6);
Deaf
Pla
ywrig
ht: D
on
Bang
s (6
); Na
mes
of F
amou
s Ar
tists
(F
inge
rspe
lling
5.9)
; Not
able
peo
ple
(Fin
gers
pellin
g 5.
16)
Maj
or L
evel
One
art
wor
k: R
oad
Sign
s (2
); A
Cent
ury
of D
iffer
ence
(2
); Un
title
d, 1
989
(4);
The
Bear
Hu
nt (4
); Am
esla
n Pr
ohib
ited
(4);
A Tr
ibut
e to
‘Fin
gers
hell’
(4);
Cliff
f’s
Note
take
rs: D
eaf C
ultu
re (4
); De
af
Prid
e (7
); M
ilan,
Italy
, 188
0 (9
)
Diffe
rent
lang
uage
s ha
ve d
iffer
ent
stru
ctur
es (1
); Ex
ampl
es o
f for
eign
si
gn la
ngua
ges
(3);
Lang
uage
s ch
ange
ove
r tim
e (4
); AS
LEng
lish
inte
rpre
tatio
n (5
)
Criti
cal a
nalys
is: W
orki
ng fr
om a
di
ctio
nary
(2);
Criti
cal t
hink
ing:
Po
etry
ana
lysis
(1);
Focu
s se
ctio
ns:
How
Do P
eopl
e Le
arn
ASL?
(1);
Wha
t is
deaf
ness
? W
hat i
s De
af C
ultu
re?
(2);
Is Si
gn L
angu
age
Unive
rsal?
(3
); Th
e De
af E
xper
ienc
e &
the
Arts
(4
); De
af E
duca
tion…
Dec
ision
s &
Cont
rove
rsie
s (5
); Th
e Lit
erat
ure
of A
mer
ican
Sign
Lan
guag
e (6
); Th
e Si
gn L
angu
age
Cont
inuu
m (7
); So
met
imes
Nor
mal,
Som
etim
es
Disa
bled
, Som
etim
es H
andi
capp
ed?
(8);
The
Deaf
& H
earin
g W
orld
s (9
)
Criti
cal t
hink
ing:
Poe
try a
nalys
is
(1);
Deaf
art
as id
entit
y ex
pres
sion
(2
); De
af C
hild
Are
a si
gns
(3);
Bene
fits
& Dr
awba
cks
of D
ea/
hear
ing
pare
nts
with
Dea
f/Dea
f pa
rent
s (4
); Pr
os &
Con
s of
ASL
(4
); Ed
ucat
iona
l opt
ions
(5);
Valu
e of
Lite
ratu
re (6
); De
finiti
ons
of
hand
icap
ped
(8);
Pedd
lers
(9);
Deaf
&
Hear
ing
Wor
lds
(9);
Mila
n, It
aly
(9);
Occ
upat
ions
(10)
;
Refle
ctio
ns: W
hat i
s de
afne
ss li
ke?
(1);
Enco
unte
rs w
ith d
eafn
ess
(1);
Wha
t can
’t De
af p
eopl
e do
? (3
); Li
fe
of a
cod
a (4
); Cl
ifff’s
Not
etak
ers
(4);
Hidd
en D
isab
ility
(5, 8
); De
aflym
pics
(6
); Eq
ual T
hrou
gh S
ports
(6);
ASL
& En
glis
h (7
); PS
E (7
); Ca
ptio
ning
(7
); De
af P
ride
(7);
Polit
ical
Co
rrect
ness
(8);
Deaf
Doc
tors
(8);
Guid
e do
gs (1
0); R
ecip
e fo
r ASL
(10)
Cultu
res
Stan
dard
Lang
uage
Vie
wpo
ints
Soci
o-Cu
ltura
l Vie
wpo
ints
Distinctive Viewpoints
Conn
ectio
ns 3
.2: S
tude
nts
acqu
ire in
form
atio
n an
d re
cogn
ize th
e di
stin
ctive
vie
wpo
ints
that
are
onl
y av
aila
ble
thro
ugh
stud
ying
Amer
ican
Sig
n La
ngua
ge
and
Deaf
Cul
ture
.
Poin
ting
is a
logi
cal f
eatu
re o
f a s
igne
d la
ngua
ge a
nd is
not
rude
(1);
ASL
mak
es v
isua
l sen
se, n
ot b
ased
on
audi
tory
inpu
t (1)
; ASL
is c
heris
hed
by
the
Deaf
com
mun
ity (9
); Co
mm
unic
atio
n w
ith h
earin
g fa
mily
mem
bers
is
ofte
n lim
ited
to h
ome
sign
s (3
); Us
ing
voic
e in
com
pany
of D
eaf i
s co
nsid
ered
rude
(1);
Com
plim
ent f
rom
Dea
f to
hear
ing:
You
sig
n lik
e a
Deaf
pe
rson
! (in
tro);
Faci
al e
xpre
ssio
ns /
NMS
have
a li
ngui
stic
role
(1);
ASL
is
of g
reat
val
ue to
the
Deaf
, and
can
be
of g
reat
ben
efit
to h
earin
g, to
o (1
); Ha
nds
are
cher
ishe
d (4
)
Deaf
form
cul
tura
l min
ority
(1);
Eye
cont
act i
s po
lite,
with
pro
toco
l to
brea
k ey
e co
ntac
t whe
n ne
eded
(1);
Atte
ntio
n-ge
tting
stra
tegi
es a
re p
hysi
cal a
nd
visua
l in
natu
re (1
); Im
porta
nce
of in
divid
ual f
arew
ells
(1);
Faci
al e
xpre
ssio
ns
are
natu
ral (
1); M
edic
al v
s. c
ultu
ral m
odel
of d
eafn
ess
(2);
Deaf
wor
ld (2
); Vi
sual
ale
rts (2
); Vi
sual
app
laus
e (3
); Va
lue
of n
ame
sign
s (3
); “d
eafn
ess
isn’
t the
opp
osite
of h
earin
g. It
’s a
sile
nce
full
of s
ound
” (2
); Va
lue
of h
avin
g De
af c
hild
ren
(4);
Dual
iden
titie
s: D
eaf &
,oth
er m
ulti-
cultu
ral b
ackg
roun
ds
(4);
Clos
e fri
ends
hips
som
etim
es m
ore
valu
able
than
fam
ily (4
); Va
lue
of
scho
ols
for t
he d
eaf (
5); S
harin
g in
form
atio
n (5
); Tu
rn-t
akin
g st
rate
gies
ar
e po
lite
(7);
Blun
t nat
ure
of v
isua
l des
crip
tions
are
not
rude
(8);
Deaf
as
neith
er d
isab
ility
or h
andi
cap
(8);
Hear
ing-
Deaf
exp
osur
e / i
nter
actio
n is
be
nefic
ial (
9); D
eaf p
eopl
e ca
n do
any
thin
g bu
t hea
r (9)
; Ped
dlin
g: S
ham
e or
mea
ns o
f sur
vival
(9);
Inte
rdep
ende
nce
is v
alue
d (9
); De
af c
omm
unity
is
clos
ely
linke
d to
geth
er (9
); Co
llect
ive v
alue
on
grou
p ha
rmon
y, s
olid
arity
, &
coop
erat
ion
(9);
Brag
ging
abo
ut a
ccom
plis
hmen
ts, d
iffer
ence
in in
com
e,
educ
atio
n, e
mpl
oym
ent,
stat
us s
ymbo
ls d
e-em
phas
ized
(9)
8 © 2006, Jason E. Zinza All rights reserved
Co
mp
aris
on
sCo
mpa
rison
s St
anda
rdEn
glis
h &
ASL
Diffe
renc
esUn
ique
ASL
Fea
ture
sNa
ture
of L
angu
age
Prag
mat
ics
Stra
tegi
es
Comparing Languages
Com
paris
ons
4.1:
St
uden
ts d
emon
stra
te
unde
rsta
ndin
g of
the
natu
re o
f lan
guag
e th
roug
h co
mpa
rison
s of
Am
eric
an S
ign
Lang
uage
and
thei
r na
tive
lang
uage
.
Clos
ing
sign
al (1
); Us
e of
the
Ques
tion-
Mak
er, s
imila
r to
rais
ing
voic
e to
ask
que
stio
ns (1
); Ey
e ga
ze (1
); Us
e of
NM
S (1
); NM
S in
fluen
ced
by s
ente
nce
type
(2);
Icon
icity
(2);
Stru
ctur
e (1
, 2, 3
); Vi
sual
bac
kcha
nnel
ling
(3);
Spat
ial
timel
ine
(6);
Tens
e in
corp
orat
ion
(6);
Spat
ial o
rgan
izatio
n (7
); Lo
catio
n of
sig
n ch
ange
s m
eani
ng
(7);
Noun
-ver
b pa
irs (7
); Sp
atia
l vis
ualiz
atio
n (9
); Ef
ficie
ncy
of
finge
rspe
lling
vs. s
igni
ng (9
)
Eye
cont
act (
Intro
); Si
gn s
pace
(In
tro);
Dom
inan
t/non
-dom
inan
t ha
nd (I
ntro
); Pa
ssed
dow
n by
ch
ildre
n in
resi
dent
ial s
choo
ls (1
); Di
rect
iona
lity
(2);
Nam
e si
gns
(3);
Use
of s
pace
to in
fluen
ce s
ign
mea
ning
(3);
Gend
er d
istin
ctio
n (4
); Sh
ould
er-s
hifti
ng (4
); Nu
mbe
r-pr
onou
n in
corp
orat
ion
(4);
Agen
t m
arke
r (5)
; Cla
ssifi
ers
(5, 6
); AB
C, c
lass
ifier
, & n
umbe
r sto
ries
(5, 6
); M
outh
NM
S (6
); No
unve
rb
pairs
(7);
Sign
er’s
per
spec
tive
orie
ntat
ion
(9)
Form
al &
info
rmal
way
s to
com
mun
icat
e (1
, 2);
ASL
and
Engl
ish
can’
t be
used
sim
ulta
neou
sly
(1);
Soci
alizi
ng w
ith n
ative
sp
eake
rs e
ssen
tial (
1);
Varia
tion
in s
igns
/acc
ents
(2
); La
ngua
ges
diffe
r fro
m
coun
try to
cou
ntry
(3);
Slan
g &
expr
essi
ons
(3);
All l
angu
ages
cha
nge
over
tim
e (4
); La
ngua
ge ru
les
& pa
ram
eter
s (6
); Cr
eatio
n of
new
voc
abul
ary
(6)
Engl
ish
on th
e m
outh
di
scou
rage
d (1
); M
ultip
le
mea
ning
s (1
-10)
; Slig
ht
para
met
er d
iffer
ence
s af
fect
mea
ning
(3);
Resp
ect c
onve
yed
via
faci
al e
xpre
ssio
ns, n
ot
title
s (5
); Si
gn la
ngua
ge
cont
inuu
m (7
); Tu
rn-
taki
ng s
trate
gies
(7);
Polit
ical
cor
rect
ness
(8)
Jour
nal e
ntrie
s; F
ocus
se
ctio
ns; C
lass
room
ex
erci
ses;
Eye
s on
ASL
se
gmen
ts; D
eaf C
ultu
re
Note
s, A
ccen
t Ste
ps,
ASL
Up C
lose
, Soc
ializ
ing
with
nat
ive s
igne
rs
Hear
ing
& De
af C
ultu
ral
Diffe
renc
esUn
ique
Dea
f Cul
ture
Fea
ture
sNa
ture
of C
ultu
rePr
agm
atic
sSt
rate
gies
Comparing Cultures
Com
paris
ons
4.2:
St
uden
ts d
emon
stra
te
unde
rsta
ndin
g of
the
conc
ept o
f cul
ture
th
roug
h co
mpa
rison
s of
Dea
f cul
ture
and
th
eir o
wn.
Intro
duct
ions
& b
ackg
roun
d in
form
atio
n (1
); Us
e of
voi
ce
cons
ider
ed in
appr
opria
te in
m
ixed
com
pany
(1);
Mak
ing
plan
s w
ith fa
rew
ells
(1);
Mos
t Dea
f fro
m h
earin
g fa
milie
s (1
); De
af
as c
ultu
ral g
roup
vs.
dis
abilit
y (2
); Fa
mily
dyn
amic
s (4
); Cl
ose
lifel
ong
frien
dshi
ps (4
); Va
riety
of
edu
catio
nal a
ppro
ache
s (5
); Ex
plai
ning
late
arr
ivals
in d
epth
(5);
Emph
asis
on
oral
ski
lls (5
); De
af
athl
etic
tour
nam
ents
(6);
Use
of
clos
ed c
aptio
ning
(7);
Bilin
gual
-bi
cultu
ral (
7); P
ride
in b
eing
Dea
f (1
, 7);
Valu
e in
bei
ng d
irect
(8);
Nove
lty o
f ASL
in h
earin
g cu
lture
(9
); Co
llect
ivism
/indi
vidua
lism
(9)
Men
tioni
ng h
earin
g st
atus
(1);
Shou
lder
tap
/ atte
ntio
n-ge
tting
st
rate
gies
(1);
Eye
cont
act c
onve
ys
payin
g at
tent
ion
(1);
ASL
pass
ed
dow
n by
chi
ldre
n in
resi
dent
ial
scho
ols
(1);
Deaf
as
cultu
re, n
ot
path
olog
y (2
); De
af W
orld
(2);
Visu
ally
orie
nted
– a
lerts
, lig
hts,
et
c. (2
); Vi
sual
app
laus
e (3
); na
me
sign
s (3
); Co
das
(4);
Only
Deaf
in
mai
nstre
am p
rogr
am (5
); Ga
llaud
et
Unive
rsity
(5);
Deaf
lympi
cs (6
); De
af-b
lindn
ess
(8);
deaf
peo
ple
can
do a
nyth
ing
but h
ear (
9)
Pass
ed d
own
gene
ratio
n to
gen
erat
ion
(1);
Min
ority
gr
oups
(2);
Shar
ed
expe
rienc
e w
ith it
s ow
n va
lues
, soc
ial n
orm
s,
hist
ory,
and
trad
ition
s (2
); Fo
rmat
ion
of c
ultu
re fr
om
com
mun
ity (2
); Se
lf-pe
rcep
tion
diffe
rs fr
om
surro
undi
ng p
erce
ptio
n (2
); Co
ngre
gate
toge
ther
(3
); Cr
eatio
n of
art
& lit
erat
ure
(4);
Exch
angi
ng
of id
eas,
e.g
., fo
otba
ll hu
ddle
(6);
Mul
ticul
tura
l ba
ckgr
ound
s (8
)
A tim
e an
d pl
ace
to
appr
oach
Dea
f ind
ividu
als
for p
ract
ice
(2);
Deaf
vs
. hea
ring
impa
ired
(2);
Resp
ect c
onve
yed
via fa
cial
exp
ress
ions
, no
t titl
es (5
); Tu
rnta
king
st
rate
gies
(7)
Jour
nal e
ntrie
s; F
ocus
se
ctio
ns, D
eaf C
ultu
re
Note
s, A
ccen
t Ste
ps,
ASL
Up C
lose
, Soc
ializ
ing
with
the
Deaf
com
mun
ity
© 2006, Jason E. Zinza All rights reserved 9
Co
mm
un
itie
sCo
mm
uniti
es S
tand
ard
Inte
rper
sona
lDe
af C
omm
unity
Occu
patio
nal U
seDe
af C
ultu
reSt
rate
gies
Communicating Outside of Class
Com
mun
ities
5.1
: St
uden
ts u
se A
mer
ican
Sig
n La
ngua
ge b
oth
with
in a
nd
beyo
nd th
e sc
hool
set
ting.
Reco
gnize
and
use
form
al
vs. i
nfor
mal
gre
etin
gs (1
); Ca
n m
ake
plan
s to
mee
t ag
ain
(1);
Uses
ASL
sla
ng
& co
mm
on e
xpre
ssio
ns
(1-
9); A
war
e of
ASL
ga
mbi
ts u
sed
in a
uthe
ntic
, na
tivel
ike
conv
ersa
tion
(1-9
); Re
cogn
izes
sign
va
riatio
n an
d/or
stra
tegi
es
to u
nder
stan
d un
know
n si
gns
(1-1
0); C
an a
sk fo
r and
re
ques
t cla
rific
atio
n, h
elp,
or
furth
er u
nder
stan
ding
(2);
Com
mun
icat
es o
n a
rang
e of
re
al-li
fe, m
eani
ngfu
l top
ics
of m
utua
l int
eres
t (1-
9);
Dem
onst
rate
s re
cept
ive
com
preh
ensi
on (1
-10)
and
pr
esen
tatio
nal l
angu
age
abilit
y (1
-10)
Exer
cise
s se
nsiti
vity
to
appr
oach
ing
Deaf
indi
vidua
ls
for A
SL p
ract
ice
(1);
Does
no
t im
pose
hea
ring-
cent
ric
cultu
ral v
alue
s on
Dea
f (1,
2,
9);
Reco
gnize
s de
sire
for D
eaf-o
nly
orga
niza
tions
(6
); Un
ders
tand
s lin
guis
tic, e
duca
tiona
l, an
d m
ultic
ultu
ral v
aria
tion
(1, 5
, 7,
8);
Supp
orts
ASL
even
ts
such
as
stor
ytel
ling,
dra
ma,
an
d th
eatre
(5, 6
); In
tera
cts
with
the
Deaf
com
mun
ity
rath
er th
an s
impl
y ob
serv
ing
(1);
Is s
ensi
tive
to c
ultu
ral
boun
darie
s (9
)
Poss
esse
s a
varie
ty o
f vo
cabu
lary
ade
quat
e fo
r a
rang
e of
occ
upat
iona
l se
tting
s (1
-10)
; Exp
lora
tion
of o
ccup
atio
nal v
alue
of A
SL
fluen
cy (1
-10)
; Aw
aren
ess
of h
ow to
wor
k w
ith a
n in
terp
rete
r (5)
Unde
rsta
nds
role
of e
ye
cont
act (
1); I
nclu
des
first
& la
st n
ames
with
in
trodu
ctio
ns (1
); Ex
chan
ges
back
grou
nd in
form
atio
n an
d/or
hea
ring
stat
us (1
); Ap
plie
s at
tent
iong
ettin
g st
rate
gies
(1);
Iden
tifie
s w
ith
the
cultu
ral v
iew
of D
eafn
ess
( 2);
Awar
enes
s of
cul
tura
l di
ffere
nces
, e.g
. pol
itene
ss,
dire
ctne
ss (8
); De
mon
stra
tes
sens
itivit
y to
cul
tura
l bo
unda
ries
(9)
Deaf
eve
nts;
Stu
dy o
f co
nver
satio
nal g
ambi
ts
to a
id in
com
mun
icat
ion;
Ha
s a
varie
ty o
f aca
dem
ic,
prac
tical
, and
situ
atio
nal
voca
bula
ry; F
amilia
rity
with
id
iom
s an
d ex
pres
sion
s;
Unre
hear
sed
conv
ersa
tion;
Au
then
tic m
ater
ials
(re
cept
ive a
nd e
xpre
ssive
); In
tera
ctio
n w
ith n
ative
use
rs
at c
omm
unity
eve
nts
Personal Enrichment
Com
mun
ities
5.2
: St
uden
ts s
how
evid
ence
of
beco
min
g lif
e-lo
ng le
arne
rs
by u
sing
Amer
ican
Sig
n La
ngua
ge fo
r per
sona
l en
joym
ent a
nd e
nric
hmen
t.
Vlog
han
dpal
s (v
ideo
pen
pal
in
tera
ctio
n); S
elfd
irect
ed a
nd
initi
ated
use
of A
SL
Advo
cate
for D
eaf c
ause
s (1
, 9);
Inte
ract
with
the
Deaf
co
mm
unity
as
an e
qual
(9);
Parti
cipa
te in
Dea
f eve
nts
on to
pics
of i
nter
est (
ASL
liter
atur
e, e
.g.)(
7)
View
Dea
f col
leag
ues
as
equa
ls (9
)Be
com
e an
ally
of D
eaf
cultu
re (1
, 9)
Read
ing
nove
ls o
f the
De
af o
r cod
a ex
perie
nces
; At
tend
ing
Deaf
eve
nts;
Di
rect
par
ticip
atio
n in
ASL
-re
late
d ev
ents
(sto
ryte
lling
com
petit
ions
, the
atre
, De
af c
omm
unity
eve
nts)
; So
cial
izing
with
nat
ive
sign
ers;
Vie
w fi
lms
feat
urin
g AS
L
10 © 2006, Jason E. Zinza All rights reserved
Fin
ger
spel
ling
Fing
ersp
ellin
g &
Hand
shap
e Dr
ills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nM
ultip
le S
kill
Conn
ectio
nsLe
arni
ng S
trat
egie
s &
Use
Spec
ial F
eatu
res
Intr
o vi
i-vi
iiAS
L M
anua
l Alp
habe
t: Tw
o Pe
rspe
ctiv
es
Unit
1 Pp
. 1-
7
1.1
(Thr
ee L
ette
r Nam
es);
1.4
(The
ABC
’s);
1.5
(Tro
uble
Le
tters
); 1.
8 (F
our L
ette
r Na
mes
); 1.
12 (F
ive L
ette
r Na
mes
); 1.
16 (O
H Dr
ill); 1
.17
(Dou
ble
Lette
r Dril
l); 1
.19
(Han
dsha
pe D
rills)
1.2
(Wha
t are
The
ir Na
mes
?); 1
.6 (F
irst &
Las
t Na
mes
); 1.
7 (In
trodu
ctio
ns);
1.13
(Mor
e In
trodu
ctio
ns);
1.14
(Firs
t & L
ast)
1.9
(Nam
e Ex
chan
ge);
1.10
(Mak
ing
Intro
duct
ions
); 1.
20 (F
inge
rspe
lling
Chal
leng
e)
Fing
ersp
ellin
g Do
’s &
Don
’ts
(pg.
1);
Corre
ct H
ands
hape
s (p
g. 2
); 1.
3 (C
omm
on E
rrors
); Ho
w Im
porta
nt is
Fin
gers
pellin
g?
(pg.
3);
Mov
ing
the
Hand
(pg.
5)
; Fixi
ng M
ista
kes
(pg.
6);
1.18
(F
inge
rspe
lled
Wor
ds)
1.11
(Dou
ble
Lette
rs);
1.15
(Mc-
Nam
es)
Unit
2 Pp
. 7-
11
2.1
(Five
Let
ter N
ames
); 2.
3 (K
, P D
rill);
2.4
(K, P
Wor
ds);
2.5
(Six
Lette
r Nam
es);
2.6
(Six
Lette
r Dril
l); 2
.8
(Han
dsha
pe D
rills)
; 2.1
1 (S
even
Let
ter N
ames
); 2.
12
(Dou
ble
Lette
r Cha
lleng
e);
2.16
(MN
Drill)
; 2.1
9 (H
ands
hape
Dril
ls)
2.2
(Who
?); 2
.9 (F
irst
& La
st);
2.13
(Mor
e In
trodu
ctio
ns);
2.17
(Fam
ous
Artis
ts)
2.7
(Res
erva
tions
); 2.
10
(Par
ty);
2.14
(Fam
ous
Peop
le);
2.15
(Mor
e Fa
mou
s Pe
ople
); 2.
20 (F
inge
rspe
lling
Chal
leng
e)
Engl
ish-
ASL
stru
ctur
e &
finge
rspe
lling
(2.1
3);
Cultu
ral &
His
toric
Fi
gure
s (2
.14,
2.1
5);
Fam
ous
Artis
ts (2
.17)
Why
Are
n’t T
here
Sig
ns F
or
Wor
ds L
ike
Truc
k? (p
g. 8
); De
codi
ng S
trate
gies
(pg.
8);
1.18
(F
inge
rspe
lled
Wor
ds)
Unit
3
Pp.
12-1
8
3.1
(Diff
eren
t Pla
ces)
; 3.2
(E
ight
Let
ter N
ames
); 3.
4 (L
ong
Nam
es);
3.9
(LP
Drill)
; 3.
10 (N
ames
& P
lace
s); 3
.13
(Stra
nge
Plac
e Na
mes
); 3.
14 (F
amou
s Na
mes
); 3.
17
(Mor
e Lo
ng N
ames
); 3.
19
(Han
dsha
pe D
rills)
3.5
(The
Fift
y St
ates
&
Cana
dian
Pro
vince
s);
3.6
(Birt
hpla
ces)
; 3.7
(P
lace
s Ne
ar Y
ou);
3.11
(A
bbre
viatio
ns);
3.12
(H
omet
owns
); 3.
16 (F
amou
s Pl
aces
)
3.8
(Pla
ces
on th
e M
ap);
3.15
(Cap
ital C
ities
); 3.
20
(Fin
gers
pellin
g Ch
alle
nge)
Geog
raph
y (3
.8, 3
.15,
3.
16);
Hist
oric
Fig
ures
(3
.14)
Deco
ding
Stra
tegi
es (p
g. 1
2);
3.18
(Fin
gers
pelle
d W
ords
)2.
3 (O
’, St
., se
vera
l te
rm n
ames
)
Unit
4
Pp.
18-2
4
4.1
(Las
t Nam
es);
4.4
(C, E
, O
Wor
ds);
4.7
(EO
Drill)
; 4.9
(C
omm
on F
amily
Nam
es);
4.10
(EA
Drill)
; 4.1
7 (V
ario
us
Nam
es);
4.19
(Han
dsha
pe
Drills
)
4.2
(You
r Fam
ily);
4.3
(Her
nand
ez F
amily
Tre
e); 4
.8
(Bro
oks
Fam
ily T
ree)
; 4.1
1 (K
eepi
ng T
rack
); 4.
12 (M
ore
List
s)
4.5
(Titl
es);
4.6
(TV
Show
s); 4
.15
(Tel
evis
ion)
; 4.
16 (I
nter
view
); 4.
20
(Fin
gers
pellin
g Ch
alle
nge)
Lite
ratu
re (4
.5);
Auth
ors
(4.1
4)Ho
w C
an I
Impr
ove
My
Unde
rsta
ndin
g of
Fin
gers
pellin
g?
(pg.
19)
; Fin
gers
pellin
g Po
sses
sive
‘S (p
g. 2
1); 4
.18
(Fin
gers
pelle
d W
ords
)
2.13
(Fin
gers
pellin
g In
itial
s)
© 2006, Jason E. Zinza All rights reserved 11
Fing
ersp
ellin
g &
Hand
shap
e Dr
ills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nM
ultip
le S
kill
Conn
ectio
nsLe
arni
ng S
trat
egie
s &
Use
Spec
ial F
eatu
res
Unit
5
Pp.
24-2
9
5.2
(Col
lege
s &
Unive
rsiti
es);
5.4
(Tro
uble
Let
ters
); 5.
15
(PP
Drill)
; 5.1
9 (H
ands
hape
Dr
ills)
5.1
(Sch
ool T
owns
); 5.
7 (S
choo
ls); 5
.9 (F
amou
s Ar
tists
); 5.
11 (S
tude
nts)
; 5.
12 (M
asco
ts);
5.13
(C
olle
ge T
owns
); 5.
16
(Not
able
Peo
ple)
; 5.1
7 (N
obel
Priz
ewin
ners
)
5.3
(Bac
kgro
und)
; 5.5
(You
th
Conf
eren
ce);
5.6
(Sch
ools
fo
r the
Dea
f); 5
.8 (C
olle
ge
Days
); 5.
10 (U
sing
the
Agen
t M
arke
r); 5
.14
(Maj
ors)
; 5.2
0 (F
inge
rspe
lling
Chal
leng
e)
Engl
ish-
ASL
stru
ctur
e &
finge
rspe
lling
(5.7
); Fa
mou
s Ar
tists
(5.9
); Cu
ltura
l Fig
ures
(5.1
6,
5.17
)
If On
e Si
gn H
as S
ever
al
Mea
ning
s, H
ow d
o I M
ake
Sure
I’m
Cle
ar?
(pg.
27)
; 5.1
8 (F
inge
rspe
lled
Wor
ds)
Unit
6
Pp.
30-3
4
6.1
(Fam
ous
Athl
etes
); 6.
3 (T
roub
le L
ette
rs);
6.13
(HE
Drill)
; 6.1
9 (H
ands
hape
Dril
ls)
6.2
(Per
sona
l Cal
enda
rs);
6.5
(Nam
es &
Age
s);
6.6
(Uni
que
Nam
es);
6.7
(Olym
pic
Citie
s); 6
.11
(Hom
etow
n Te
ams)
; 6.1
2 (F
amou
s Po
ems)
; 6.1
4 (S
ports
Ter
ms)
; 6.1
5 (U
sing
Fing
ersp
ellin
g); 6
.16
(Mor
e Fa
mou
s At
hlet
es);
6.17
(S
ports
Hal
ls o
f Fam
e)
6.4
(Spo
rts &
Ath
lete
s); 6
.8
(Q&
A); 6
.20
(Fin
gers
pellin
g Ch
alle
nge)
Engl
ish-
ASL
stru
ctur
e &
finge
rspe
lling
(6.2
); Ag
e &
finge
rspe
lling
(6.5
); Ye
ars
& fin
gers
pellin
g (6
.7);
Fam
ous
Poet
ry &
Po
ets
(6.1
2)
Don’
t Fin
gers
pell
TH o
r ST
Afte
r Nu
mbe
rs (p
g. 3
0); D
ecod
ing
Stra
tegi
es (p
g. 3
2); 6
.10
(Sha
pes)
; 6.1
9 (F
inge
rspe
lled
Wor
ds)
6.9
(Hyp
hena
ted
Nam
es)
Unit
7
Pp.
35-4
0
7.1 (B
rand
Nam
es);
7.3
(Tro
uble
Let
ters
); 7.1
4 (P
ets?
); 7.1
5 (T
roub
le
Lette
rs);
7.17
(Lon
g Na
mes
); 7.1
9 (H
ands
hape
Dril
ls)
7.4
(Act
ivitie
s); 7
.5 (A
t the
M
all);
7.7
(Col
ors)
; 7.8
(M
ore
Colo
rs);
7.10
(Fam
ous
Desi
gner
s); 7
.11
(Typ
es o
f Pe
ts);
7.12
(Bes
t Pic
ture
s);
7.13
(Whe
n an
d W
ho?)
; 7.1
6 (G
roce
ry S
tore
s)
7.2
(Whe
re a
re Y
ou G
oing
?);
7.6
(Fam
ous
Shop
ping
); 7.
9 (W
hat D
o Pe
ople
Go
Ther
e Fo
r?);
7.20
(Fin
gers
pellin
g Ch
alle
nge)
Engl
ish-
ASL
stru
ctur
e &
finge
rspe
lling
(7.1
3)Do
I Fi
nger
spel
l Eve
ryth
ing?
(p
g. 3
5); I
t Tak
es M
e a
Long
Ti
me
to F
inge
rspe
ll. C
an I
Just
Ab
brev
iate
? (p
g. 3
9); 7
.18
(Fin
gers
pelle
d W
ords
)
Unit
8
Pp.
41-4
6
8.1
(The
Pla
nets
); 8.
4 (T
roub
le L
ette
rs);
8.5
(Fam
ous
Lake
s); 8
.7
(Oce
ans
& Se
as);
8.11
(F
amou
s De
serts
); 8.
14
(Nat
ive A
mer
ican
Nat
ions
); 8.
16 (F
amou
s Na
tura
lists
&
Expl
orer
s); 8
.17
(At t
he
Phar
mac
y); 8
.19
(Han
dsha
pe
Drills
)
8.3
(Flo
wer
s); 8
.8 (N
otab
le
Mou
ntai
ns);
8.10
(Ana
tom
y II)
; 8.1
2a (S
kele
tal S
yste
m);
8.12
b (M
akin
g Co
nnec
tions
); 8.
13 (F
amou
s Na
tiona
l Pa
rks)
8.2
(Bod
ies
of W
ater
); 8.
9 (A
nato
my)
; 8.1
2c (W
here
?);
8.15
(Com
mon
Illn
esse
s);
8.20
(Fin
gers
pellin
g Ch
alle
nge)
Geog
raph
y (8
.2, 8
.7,
8.13
); Bo
tany
(8.3
); An
atom
y (8
.9, 8
.10,
8.
12);
Anth
ropo
logy
(8
.14)
; His
tory
(8.1
6)
How
do
Deaf
-Blin
d Pe
ople
Un
ders
tand
Fin
gers
pellin
g?
(pg.
42)
; Fin
gers
pellin
g Te
chni
cal T
erm
s (p
g. 4
4); 8
.18
(Fin
gers
pelle
d W
ords
)
8.6
(Tac
tile
Fing
ersp
ellin
g)
12 © 2006, Jason E. Zinza All rights reserved
Fing
ersp
ellin
g &
Hand
shap
e Dr
ills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nM
ultip
le S
kill
Conn
ectio
nsLe
arni
ng S
trat
egie
s &
Use
Spec
ial F
eatu
res
Unit
9
Pp.
46-5
1
9.1
(At t
he C
ar L
ot);
9.5
(Tro
uble
Let
ters
); 9.
8 (Y
ello
w
Page
s); 9
.16
(For
eign
Pl
aces
); 9.
17 (M
ore
Fam
ous
Mov
ies)
; 9.1
9 (H
ands
hape
Dr
ills)
9.4
(Dea
f Pop
ulat
ion
Cent
ers)
; 9.6
(City
Pa
rks)
; 9.7
(Hom
etow
n lo
catio
ns);
9.9
(Pric
es);
9.10
(P
resi
dent
ial B
irthp
lace
s);
9.11
(At t
he M
ovie
The
ater
); 9.
13 (M
ore
Stra
nge
Nam
es);
9.14
(At t
he L
ibra
ry);
9.15
(G
iving
Dire
ctio
ns)
9.2
(Roa
d Tr
ip);
9.3
(Doi
ng
Erra
nds)
; 9.1
2 (T
rave
l Pl
ans)
; 9.2
0 (F
inge
rspe
lling
Chal
leng
e)
Geog
raph
y (9
.4, 9
.6,
9.16
); Sp
atia
lizat
ion
& Fi
nger
spel
ling
(9.7
); M
oney
& F
inge
rspe
lling
(9.9
); Am
eric
an
Gove
rnm
ent (
9.10
); De
af-s
tudi
es ti
tles
(9.1
4)
Why
Fin
gers
pell
a W
ord
Whe
n a
Sign
Exis
ts?
(pg.
48)
; 9.1
8 (F
inge
rspe
lled
Wor
ds)
Unit
10
Pp.
51-5
6
10.1
(Fin
gers
pelle
d Fo
ods)
; 10
.2 (P
opul
ar C
hees
es);
10.5
(Kitc
hen
Spic
e Ra
ck);
10.8
(Typ
es o
f Tre
es);
10.9
(F
amou
s Ch
efs)
; 10.
12
(Tro
uble
Let
ters
); 10
.19
(Han
dsha
pe D
rills)
10.3
(Com
pani
es);
10.7
(B
eing
Spe
cific
); 10
.10
(Fut
ure
Plan
s); 1
0.11
(Mor
e O
ccup
atio
ns);
10.1
4 (A
t the
Re
stau
rant
); 10
.15
(Fam
ous
Zoos
)
10.4
(Bus
ines
s Ac
rony
ms)
; 10
.6 (W
hat i
s it?
); 10
.20
(Fin
gers
pellin
g Ch
alle
nge)
Engl
ish-
ASL
stru
ctur
e &
finge
rspe
lling
(10.
10, 1
0.14
); Ge
ogra
phy
(10.
15)
I See
Dea
f Peo
ple
Usin
g Si
gns
Inst
ead
of F
inge
rspe
lling.
Why
Ca
n’t I
? (p
g. 5
2); D
ecod
ing
Fing
ersp
ellin
g (1
0.13
); 10
.16
(Fin
gers
pelle
d O
ccup
atio
ns);
10.1
7 (A
nim
als)
; 10.
18
(Fin
gers
pelle
d W
ords
); Pl
ural
or
Poss
essi
ve “
S” (p
g. 5
6)
Pp.
57-6
1M
ore
Fing
ersp
ellin
g Ac
tiviti
es
1. T
he A
BC’s
2.
Acr
ostic
s 3.
Pan
gram
s 4.
Pal
indr
omes
5.
I be
fore
E
6. A
cros
tic S
tory
7.
Hom
onym
s 8.
Rar
e Sp
ellin
gs
9. G
reek
Alp
habe
t 10
. Gro
ups
of…
11
. Com
mon
ly Fi
nger
spel
led
Term
s
© 2006, Jason E. Zinza All rights reserved 13
Nu
mb
ers
Num
bers
Top
ics
Num
ber D
rills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nNu
mbe
rs &
Fi
nger
spel
ling
Mul
tiple
Ski
ll Co
nnec
tions
Lear
ning
Str
ateg
ies
& Us
e
A m
ajor
ity o
f num
bers
exe
rcis
es fo
cus
on in
divid
ual s
kill
deve
lopm
ent.
Exer
cise
s m
arke
d w
ith a
n as
teris
k ar
e ea
sily
adap
ted
for i
nter
pers
onal
com
mun
icat
ion.
Unit
1 Pp
. 63
-67
0-10
(pg.
64);
palm
or
ient
atio
n; c
ount
ing
1.1
(Pal
m
Orie
ntat
ion)
; 1.4
(T
roub
le N
umbe
rs);
1.10
(Num
ber D
rill)
1.2
(How
Man
y?);
1.5
(Pat
tern
s); 1
.6 (A
dditi
on);
1.8
(Sub
tract
ion)
; 1.9
(Wha
t Nu
mbe
r are
You
?)
*1.3
(Num
ber C
halle
nge)
; *1
.9 (W
hat N
umbe
r are
Yo
u?)
1.7
(How
Man
y is
Th
at?)
Basi
c co
untin
g (1
.2);
Patte
rn
deco
ding
(1.5
); Ad
ditio
n (1
.6);
Subt
ract
ion
(1.8
)
Do’s
and
Don
’t’s
(pg.
63);
Avoi
d Co
nfus
ing
W &
3 /
0 &
O (p
g.65
); W
hy
are
Num
bers
1-5
Di
ffere
nt?
(pg.
66)
Unit
2 Pp
. 68
-74
11-2
0 (p
g.69
; 21-
30
(pg.
71);
cale
ndar
2.3
(Ver
tical
Dril
ls);
2.4
(Hor
izont
al
Drills
); 2.
5 (S
hape
Dr
ills);
2.7
(Tro
uble
Nu
mbe
rs);
2.9
(Hor
izont
al D
rills)
; 2.
10 (N
umbe
r Dril
l)
2.1
(Num
bers
11-
20);
2.6
(Atte
ndan
ce);
2.8
(Whe
n is
it?)
*2.2
(Num
ber C
halle
nge)
; *2
.8 (W
hen
is it
?); A
SL
Num
bers
1-3
0 Re
view
Spat
ial o
rient
atio
n (2
.3-
2.5)
; pat
tern
de
codi
ng (2
.9)
Do N
umbe
rs 1
6-19
Ha
ve to
Incl
ude
the
Num
ber 1
0? (p
g.70
)
Unit
3 Pp
. 75
-83
31-1
00 (p
g.76
); 10
0- 9
99 (p
g.77
), em
ail;
hand
shap
e or
ient
atio
n;
date
s; a
ddre
sses
; te
leph
one
num
bers
3.4
(Ver
tical
Dr
ills);
3.7
(Mixe
d Nu
mbe
rs);
3.13
(T
elep
hone
Nu
mbe
rs);
3.14
(M
ore
Mixe
d Nu
mbe
rs)
3.1
(Num
bers
31-
100)
; 3.5
(H
undr
eds
Prac
tice)
; 3.6
(W
hat P
age
is T
hat?
); 3.
9 (IP
Add
ress
es);
3.10
(Wha
t is
Tod
ay?)
; 3.1
1 (A
ddre
sses
); 3.
12 (A
rea
Code
s); 3
.13
(Tel
epho
ne N
umbe
rs);
3.15
(S
kills
Rev
iew
)
*3.2
(Num
ber C
halle
nge)
; *3
.6 (W
hat P
age
is
That
?); *
3.8
(Em
ail);
*3
.10
(Wha
t is
Toda
y?);
*3.1
1 (A
ddre
sses
); *3
.13
(Tel
epho
ne N
umbe
rs);
Num
bers
31-
999
Revie
w
3.8
(Em
ail);
3.1
0 (W
hat i
s To
day?
); 3.
11
(Add
ress
es);
3.15
(S
kills
Rev
iew
)
Usin
g th
e ca
lend
ar
(3.1
0); G
eogr
aphy
(3
.12)
Are
Usin
g th
e Nu
mbe
r Ex
cept
ions
Rea
lly
Impo
rtant
? (p
g.75
); 3.
3 (N
umbe
r Exc
eptio
ns);
Whe
n to
Use
the
Hund
red
Sign
(pg.
79);
Four
digi
t ser
ies
(pg.
80);
Addi
ng –
TH,
-ST,
- N
D (p
g.80
)
Unit
4 Pp
. 84
-91
1,00
0- 1
,000
,000
+
(pg.
85);
city
po
pula
tions
; yea
rs;
List
ing
& Or
derin
g;
age;
pro
noun
s
4.3
(Ver
tical
Dril
ls);
4.12
(Mul
tiple
Age
s)4.
1 (N
umbe
rs 1
,000
- 1,
000,
000)
; 4.5
(Sig
ning
th
e Ye
ar);
4.7
(Usin
g Da
tes)
; 4.
8 (F
rom
Firs
t to
Last
); 4.
11
(Sig
ning
Age
); 4.
13 (H
ow O
ld
is it
?); 4
.14
(How
Man
y?);
4.15
(Ski
lls R
evie
w)
*4.2
(Num
ber C
halle
nge)
; 4.
4 (H
ow M
any?
); 4.
6 (W
hat’s
the
Date
?); 4
.14
(How
Man
y?);
Num
bers
1,
000-
1,00
0,00
0+
Revie
w
4.4
(How
Man
y?):
4.6
(Wha
t’s th
e Da
te?)
; 4.
15 (S
kills
Rev
iew
)
Geog
raph
y (4
.4);
spat
ial o
rgan
izatio
n (4
.10)
Sign
ing
year
s lik
e 20
15
(pg.
87);
Diffe
rent
way
s to
sig
n ag
e (p
g.89
)
14 © 2006, Jason E. Zinza All rights reserved
Num
bers
Top
ics
Num
ber D
rills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nNu
mbe
rs &
Fi
nger
spel
ling
Mul
tiple
Ski
ll Co
nnec
tions
Lear
ning
Str
ateg
ies
& Us
e
Unit
5 Pp
. 92
-97
Popu
latio
n st
atis
tics;
cl
ass
year
s; ti
me
5.1
(Num
bers
)5.
2 (R
oom
Num
bers
); 5.
3 (T
elec
omm
unic
atio
ns);
5.6
(How
Man
y?);
5.7
(Gra
duat
ion)
; 5.8
(Sin
ce
Whe
n?);
5.9
(How
Lon
g Ha
s it
Been
?); 5
.11
(Wha
t Tim
e is
it?)
; 5.1
1(2)
(Min
utes
); 5.
12 (S
econ
ds);
5.13
(Tel
ling
Tim
e); 5
.14
(Usin
g Ti
me)
; 5.1
5 (S
kills
Rev
iew
)
*5.3
(T
elec
omm
unic
atio
ns);
*5.6
(How
Man
y?);
*5.7
(G
radu
atio
n); *
5.9
(How
Lo
ng H
as it
Bee
n?);
*5.1
1 (W
hat T
ime
is it
?); *
5.13
(T
ellin
g Ti
me)
; *5.
14
(Usin
g Ti
me)
5.4
(Enr
ollm
ent;
5.5
(Sch
ools
for t
he D
eaf);
5.
7 (G
radu
atio
n); 5
.14
(Usin
g Ti
me)
Addr
esse
s (5
.5);
Tellin
g tim
e (5
.11-
13);
Tran
spor
tatio
n sc
hedu
les
(5.1
4)
Men
tioni
ng A
.M. &
P.
M. (
pg.9
5); S
igni
ng
seco
nds
(pg.
96)
Unit
6 Pp
. 98
-104
Spor
ts s
tatis
tics;
te
nse
& ye
ars;
Rul
e of
9
6.1
(Num
bers
)6.
2 (H
ow M
any?
): 6.
4 (W
here
th
e Cr
owds
Are
); 6.
5 (T
hen
& No
w);
6.6
(Rul
e of
9:
Age)
; 6.7
(Rul
e of
9: T
ime)
; 6.
8 (R
ule
of 9
: Hou
rs);
6.9
(Rul
e of
9: M
inut
es);
6.10
(R
ule
of 9
: Day
s); 6
.11
(Rul
e of
9: W
eeks
); 6.
12 (R
ule
of
9: M
onth
s); 6
.13
(Rul
e of
9:
Yea
rs);
6.14
(Usin
g th
e Te
nses
); 6.
15 (S
kills
Rev
iew
)
*6.2
(How
Man
y); *
6.4
(Whe
re th
e Cr
owds
Are
); *6
.6 (R
ule
of 9
: Age
); *6
.7 (R
ule
of 9
: Tim
e);
*6.8
(Rul
e of
9: H
ours
); *6
.9 (R
ule
of 9
: Min
utes
); *6
.10
(Rul
e of
9: D
ays)
; *6
.11
(Rul
e of
9: W
eeks
); *6
.12
(Rul
e of
9: M
onth
s);
*6.1
3 (R
ule
of 9
: Yea
rs);
*6.1
4 (U
sing
the
Tens
es)
6.3
(Olym
pic
Reco
rds)
Geog
raph
y (6
.4)
Why
Can
’t La
rger
Nu
mbe
rs F
ollo
w th
e Ru
le o
f 9?
(pg.
102)
Unit
7 Pp
. 10
5-10
9
Inex
act t
ime;
sp
atia
l/tem
pora
l or
gani
zatio
n
7.1 (N
umbe
rs)
7.2
(Wak
e-Up
Tim
es);
7.3
(Bed
Tim
e); 7
.4 (H
ow M
uch
Tim
e?);
7.6
(Mor
e Gr
oupi
ng);
7.7
(Odd
s &
Even
s); 7
.8
(Act
ivitie
s); 7
.9 (N
ap T
ime)
; 7.1
1 (L
ife in
the
Futu
re);
7.12
(Life
in th
e Pa
st);
7.13
(Rec
urrin
g Ac
tiviti
es);
7.14
(Ava
ilabl
e Ti
me)
; 7.1
5 (S
kills
Re
view
)
*7.2
(Wak
e-Up
Tim
es);
*7.3
(Bed
Tim
e); *
7.4
(How
Muc
h Ti
me?
); *7
.8
(Act
ivitie
s); *
7.9
(Nap
Ti
me)
; *7.1
1 (L
ife in
the
Futu
re);
*7.1
2 (L
ife in
the
Past
); *7
.14
(Ava
ilabl
e Ti
me)
7.5
(Gro
upin
g De
tails
); 7.1
0 (H
ow L
ong
Was
I As
leep
?)
Tim
e ca
lcul
atio
n (7
.10)
© 2006, Jason E. Zinza All rights reserved 15
Num
bers
Top
ics
Num
ber D
rills
Solo
Com
mun
icat
ion
Inte
rper
sona
l Co
mm
unic
atio
nNu
mbe
rs &
Fi
nger
spel
ling
Mul
tiple
Ski
ll Co
nnec
tions
Lear
ning
Str
ateg
ies
& Us
e
Unit
8 Pp
. 11
0-11
3
Wei
ght;
popu
latio
n;
heig
ht; m
edic
al
stat
istic
s
8.1
(Num
bers
)8.
2 (B
ody
Fact
s); 8
.3
(Wei
ghts
); 8.
5 (S
igni
ng
Heig
ht);
8.6
(Mor
e He
ight
); 8.
7 (H
eigh
ts o
f Obj
ects
: Tr
ees)
; 8.1
0 (A
stor
nom
y);
8.12
(Hea
lth S
tatis
tics)
; 8.1
3 (H
ow L
ong?
); 8.
14 (E
xerc
ise
Tips
); 8.
15 (S
kills
Rev
iew
)
*8.2
(Bod
y Fa
cts)
; *8
.4 (P
opul
atio
n); *
8.5
(Sig
ning
Hei
ght);
*8.
11
(Med
ical
Con
ditio
ns)
8.7
(Hei
ghts
of O
bjec
ts:
Tree
s); 8
.8 (H
eigh
ts o
f O
bjec
ts: M
ount
ains
); 8.
9 (R
ivers
); 8.
10
(Ast
rono
my)
; 8.1
1 (M
edic
al C
ondi
tions
); 8.
12 (H
ealth
Sta
tistic
s)
Popu
latio
n st
atis
tics
(8.4
); Na
tura
l w
orld
(8.7
); Ba
sic
astro
nom
y (8
.10)
; Illn
ess
stat
istic
s (8
.11)
Heig
ht o
f peo
ple
vs.
obje
cts
(pg.
111)
Unit
9 Pp
. 11
4-11
9
Popu
latio
n; m
oney
; re
nt; z
ip c
odes
; pr
ices
; add
ress
es
9.1
(Num
bers
); 9.
10
(Mor
e Zi
p Co
des)
9.3
(Pop
ulat
ions
); 9.
4 (M
ore
Popu
latio
ns);
9.5
(Dol
lars
&
Cent
s); 9
.8 (E
xcha
nge
Rate
s); 9
.9 (H
ow M
uch?
); 9.
11 (F
amou
s Pl
aces
); 9.
12
(Tra
nspo
rtatio
n Sc
hedu
les)
; 9.
13 (D
eaf C
omm
unity
Ad
dres
ses)
; 9.1
4 (M
ore
Com
mun
ity A
ddre
sses
); 9.
15
(Ski
lls R
evie
w)
*9.2
(Pop
ulat
ions
); *9
.6
(Nei
ghbo
rhoo
d Re
nts)
; *9
.8 (E
xcha
nge
Rate
s);
*9.9
(How
Muc
h?);
*9.1
1 (F
amou
s Pl
aces
); *9
.12
(Tra
nspo
rtatio
n Sc
hedu
les)
; *9.
13 (D
eaf
Com
mun
ity A
ddre
sses
); *9
.14
(Mor
e Co
mm
unity
Ad
dres
ses)
; *9.
15 (S
kills
Re
view
)
9.2
(Tal
l Bui
ldin
gs);
9.4
(Mor
e Po
pula
tions
); 9.
6 (N
eigh
borh
ood
Rent
s);
9.7
(Fam
ous
Zip
Code
s); 9
.8 (E
xcha
nge
Rate
s)
Geog
raph
y (9
.7, 9
.11)
; in
tern
atio
nal m
oney
sy
stem
s (9
.8);
addr
esse
s (9
.11)
; tra
nspo
rtatio
n sc
hedu
les
(9.1
2)
Unit
10
Pp.
120-
124
Sala
ries
& in
com
e;
occu
patio
n st
atis
tics
10.1
(Num
bers
)10
.2 (A
vera
ge S
alar
ies)
; 10
.3 (T
ime
for a
Rai
se?)
; 10
.4 (E
nrol
lmen
t); 1
0.5
(Mor
e O
ccup
atio
ns);
10.6
(A
t the
Gro
cery
Sto
re);
10.8
(C
alor
ic In
form
atio
n); 1
0.9
(The
Loc
al R
esta
uran
t); 1
0.10
(In
gred
ient
s); 1
0.11
(Pric
es);
10.1
2 (B
usin
ess
Card
s); 1
0.14
(A
nim
al F
acts
); 10
.15
(Ski
lls
Revie
w)
*10.
2 (A
vera
ge S
alar
ies)
; *1
0.4
(Enr
ollm
ent);
*10
.5
(Mor
e O
ccup
atio
ns);
*10.
8 (C
alor
ic
Info
rmat
ion)
; *10
.9 (T
he
Loca
l Res
taur
ant);
*10
.10
(Ingr
edie
nts)
)
10.7
(At t
he F
ruit
Stan
d); 1
0.13
(E
ndan
gere
d Sp
ecie
s)
Occ
upat
iona
l st
atis
tics
(10.
5);
pric
e co
mpu
tatio
n (1
0.7,
10.
9)
Pp.
125-
128
Mor
e Nu
mbe
rs A
ctivi
ties
1. P
opul
atio
n Ch
ange
s 2.
Imm
igra
tion
3. A
ge D
istri
butio
n 4.
Sta
te P
opul
atio
ns
5. In
the
Past
Mon
th…
6. S
tatis
tics
7. A
ddre
sses
8.
Ges
tatio
n Pe
riods
& L
ife S
pan
9. A
vera
ge C
osts
10
. Film
Fac
ts
16 © 2006, Jason E. Zinza All rights reserved
Cu
ltu
res
Glos
sing
Top
ics
ASL-
to-G
loss
Othe
rGl
ossi
ng T
opic
sAS
L-to
-Glo
ssOt
her
Intr
o Pp
. 12
9-13
0
An o
verv
iew
of t
he m
ajor
feat
ures
of t
rans
crib
ing
ASL
into
“gl
oss”
for r
efer
ence
. Als
o in
clud
ed is
a b
rief d
escr
iptio
n of
the
orig
ins
of th
e gl
ossin
g sy
stem
. No
te: T
he m
ater
ials
focu
s on
dev
elop
ing
a ba
sic
unde
rsta
ndin
g of
the
glos
sing
conv
entio
ns a
nd a
re n
ot e
xhau
stive
.
Unit
1 Pp
. 13
1-13
3
Sign
s gl
osse
d w
ith
one,
two,
or m
ore
wor
ds; D
eixis
; No
nman
ual s
igna
ls
1.1
(One
-Wor
d Gl
osse
s); 1
.2
(Tw
o-an
d-Th
ree-
Wor
d Gl
osse
s);
1.3
(Glo
ssin
g De
ixis)
; 1.4
(Glo
ss
Com
plet
ion)
; 1.5
(Non
-Man
ual
Sign
als)
1.6:
Mor
e De
ixis
(glo
ss-to
-ASL
)Un
it 6
Pp.
148-
150
Mou
th N
MS;
Ten
ses;
Ru
le o
f 96.
1 (R
evie
w);
6.2
(Non
-Man
ual
Sign
als)
; 6.3
(NM
S: T
he M
outh
); 6.
4 (C
lass
ifier
s); 6
.5 (T
ense
s);
6.6
(Rul
e of
9)
Unit
2
Pp.
134-
136
WH-
Face
; Di
rect
iona
lity;
Sig
ned
Ques
tion
Mar
k (H
UH);
mor
e NM
S
2.1
(Glo
ssin
g Ru
les)
; 2.2
(T
he W
H-Fa
ce);
2.3
(Usin
g No
n-M
anua
l Sig
nals)
; 2.4
(G
loss
ing
Dire
ctio
nalit
y); 2
.6
(Non
-Man
uals)
2.5:
Com
paris
ons
(g
loss
-to-A
SL &
En
glis
h)
Unit
7 Pp
. 15
1-15
4
Recu
rrin
g ev
ents
; Cl
assi
fiers
; Spa
tial
Orga
niza
tion;
Nou
n-Ve
rb p
airs
7.1 (R
evie
w);
7.2
(Rec
urrin
g Ev
ents
); 7.
3 (C
L:C)
; 7.4
(Spa
tial
Orga
niza
tion)
; 7.5
(Nou
n-Ve
rb
Pairs
); 7.
6 (D
escr
iptio
ns)
Unit
3 Pp
. 13
7-14
0
Fing
ersp
ellin
g; R
H (u
sed
with
WHY
); nu
mbe
rs; p
osse
ssive
s
3.1
(Rev
iew
); 3.
2 (W
here
Do
You
Live
?); 3
.3 (W
HQ a
nd R
H-Q)
; 3.4
(G
loss
ing
Num
bers
); 3.
5 (M
ore
Num
bers
); 3.
6 (P
osse
ssive
s)
Unit
8 Pp
. 15
5-15
7
Heig
ht; W
eigh
t; Cl
assi
fiers
8.1
(Rev
iew
); 8.
2 (H
eigh
t &
Wei
ght);
8.3
(Hai
rsty
les
& Cl
assi
fiers
); 8.
4 (D
escr
iptio
ns);
8.5
(Glo
ssin
g Ru
les)
; 8.6
(G
loss
ing
Erro
rs)
8.2:
Hei
ght &
W
eigh
t (gl
oss-
to-
ASL
& En
glis
h)
Unit
4 Pp
. 14
1-14
4
Shou
lder
-Shi
fting
; age
; Li
stin
g &
Orde
ring;
pr
onou
ns
4.1
(Rev
iew
); 4.
2 (S
houl
der-
Shift
ing)
; 4.3
(Age
Sig
ns);
4.4
(Lis
ting
& Or
derin
g); 4
.5 (H
ow
Man
y?);
4.6
(Cat
chin
g M
ista
kes)
Unit
9 Pp
. 15
8-16
0
Eye
gaze
; Mon
ey9.
1 (R
evie
w);
9.2
(Aro
und
the
Hous
e); 9
.3 (N
MS)
; 9.4
(C
L: C
law
); 9.
5 (M
oney
); 9.
6 (T
rans
porta
tion)
Unit
5 Pp
. 14
5-14
7
Agen
t Mar
ker;
Clas
sifie
rs; T
ime
5.1
(Rev
iew
); 5.
2 (A
gent
M
arke
rs);
5.3
(Sin
gle-
sign
Cl
assi
fiers
); 5.
4 (S
ente
nce
Clas
sifie
rs);
5.5
(Dou
ble-
sign
Cl
assi
fiers
); 5.
6 (T
ime)
Unit
10
Pp.
161-
163
Agen
t Mar
ker
exce
ptio
ns; C
lass
ifier
s10
.1 (R
evie
w);
10.2
(Who
or
Wha
t?);
10.3
(Usin
g BE
COM
E &
to b
e); 1
0.4
(Glo
ssin
g Fo
od);
10.5
(Dia
logu
e); 1
0.6
(Cla
ssifi
ers)
10.3
: Usin
g BE
COM
E (g
loss
-to-
ASL
& En
glis
h)
Glos
sing
In
dex
Pp.
173-
206
Each
sig
n in
trodu
ced
in L
evel
One
is tr
ansc
ribed
into
the
glos
sing
syst
em fo
r eas
y re
fere
nce.
© 2006, Jason E. Zinza All rights reserved 17
Fin
ger
spel
ling
& N
um
ber
s B
y U
nit
Fing
ersp
ellin
gNu
mbe
rs
vii-
viii
Man
ual A
lpha
bet,
two
pers
pect
ives
Unit
1 Pp
. 1-
7
1.1:
Th
ree
lette
r nam
es. 1
0 co
lum
ns o
f 3-le
tter n
ames
. (dr
ill)1.
2:
Wha
t are
thei
r nam
es?
(fing
ersp
ellin
g in
con
text
)1.
3:
Com
mon
erro
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)1.
4:
The
ABC’
s. (v
ario
us s
kill-
build
ing)
1.5:
Tr
oubl
e let
ters
. 10
colu
mns
of 3
-lette
r nam
es (d
rill)
1.6:
Fir
st &
last
nam
es. (
finge
rspe
lling
in c
onte
xt)
1.7:
In
trodu
ctio
ns. (
finge
rspe
lling
in c
onte
xt)
1.8:
Fo
ur le
tter n
ames
. 10
colu
mns
of 4
-lette
r nam
es. (
drill)
1.9:
Na
me
exch
ange
. Fin
gers
pellin
g 4-
lette
r nam
es. (
drill)
1.10
: M
akin
g in
trodu
ctio
ns. (
finge
rspe
lling
in c
onte
xt)
1.11
: Do
uble
lette
rs. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
1.12
: Fiv
e let
ter n
ames
. 10
colu
mns
of 5
-lette
r nam
es. (
drill)
1.13
: M
ore
intro
duct
ions
. (fin
gers
pellin
g in
con
text
)1.
14:
First
& la
st. F
inge
rspe
lling
4 an
d 5-
lette
r nam
es. (
drill)
1.15
: M
c-Na
mes
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)1.
16:
OH d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)1.
17:
Doub
le-le
tter d
rill.
Fing
ersp
ellin
g do
uble
lette
rs. (
drill)
1.18
: Fin
gers
pelle
d wo
rds.
(var
ious
ski
ll bu
ildin
g)1.
19:
Hand
shap
e dr
ills. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)1.
20:
Finge
rspe
lling
chal
leng
e. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)
Unit
1 Pp
. 63
-67
ASL
Num
bers
0–1
0 (p
age
64)
1.1:
Pa
lm o
rient
atio
n. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)1.
2:
How
man
y? V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)1.
3:
Num
ber c
halle
nge.
(var
ious
ski
ll-bu
ildin
g)1.
4:
Trou
ble
num
bers
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
1.5:
Pa
ttern
s. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)1.
6:
Addi
tion.
(num
bers
in c
onte
xt)
1.7:
Ho
w m
any
is th
at?
(num
bers
and
fing
ersp
ellin
g in
con
text
)1.
8:
Subt
ract
ion.
(num
bers
in c
onte
xt)
1.9:
W
hat n
umbe
r are
you
? (n
umbe
rs in
con
text
)1.
10:
Num
ber d
rill.
Hand
shap
e pa
ram
eter
dev
elop
men
t. (d
rill)
Unit
2 Pp
. 7-
11
2.1:
Fiv
e let
ter n
ames
. 10
colu
mns
of 5
-lette
r nam
es. (
drill)
2.2:
W
ho?
(fing
ersp
ellin
g in
con
text
)2.
3:
K, P
dril
l. Ha
ndsh
ape
para
met
er d
evel
opm
ent.
(dril
l)2.
4:
K, P
wor
ds. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)2.
5:
Six
lette
r nam
es. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
2.6:
Si
x let
ter d
rill.
10 c
olum
ns o
f 6-le
tter n
ames
. (dr
ill)2.
7:
Rese
rvat
ions
. (fin
gers
pellin
g in
con
text
)2.
8:
Hand
shap
e dr
ills. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)2.
9:
First
& la
st. F
inge
rspe
lling
3, 4
, 5, a
nd 6
lette
r nam
es. (
drill)
2.10
: Pa
rty. (
finge
rspe
lling
in c
onte
xt)
2.11
: Se
ven
lette
r nam
es. 1
0 co
lum
ns o
f 7-le
tter n
ames
. (dr
ill)2.
12:
Doub
le le
tter c
halle
nge.
Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
2.13
: M
ore
intro
duct
ions
. (fin
gers
pellin
g in
con
text
)2.
14:
Fam
ous
peop
le. F
inge
rspe
lling
3–7
lette
r nam
es. (
drill)
2.15
: M
ore
fam
ous
peop
le. F
inge
rspe
lling
3–7
lette
r nam
es. (
drill)
2.16
: M
N dr
ill. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)2.
17:
Fam
ous
artis
ts. F
inge
rspe
lling
3–7
lette
r nam
es. (
drill)
Unit
2 Pp
. 68
-74
ASL
Num
bers
11–
20 (p
age
69)
ASL
Num
bers
21–
30 (p
age
71)
2.1:
Nu
mbe
rs 1
1–20
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
2.2:
Nu
mbe
r cha
lleng
e. (v
ario
us s
kill-
build
ing)
2.3:
Ve
rtica
l dril
ls. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)2.
4:
Horiz
onta
l dril
ls. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)2.
5:
Shap
e dr
ills. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)2.
6:
Atte
ndan
ce. (
num
bers
in c
onte
xt)
2.7:
Tr
oubl
e nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)2.
8:
Whe
n is
it? (n
umbe
rs in
con
text
)2.
9:
Horiz
onta
l dril
ls. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)2.
10:
Num
ber d
rill.
Hand
shap
e pa
ram
eter
dev
elop
men
t. (d
rill)
Num
bers
1–3
0 Re
view
(pag
e 74
)
18 © 2006, Jason E. Zinza All rights reserved
Fing
ersp
ellin
gNu
mbe
rs
Unit
3 Pp
. 12
-18
3.1:
Di
ffere
nt p
lace
s. F
inge
rspe
lling
4–7
lette
r pla
ce n
ames
. (dr
ill)3.
2:
Eigh
t let
ter n
ames
. 10
colu
mns
of 8
-lette
r nam
es. (
drill)
3.3:
Fin
gers
pellin
g su
btlet
ies.
Inst
ruct
ion
on O
’, St
., an
d m
ultip
le-te
rm n
ames
fo
llow
ed b
y ex
ampl
es. (
drill)
3.4:
Lo
ng n
ames
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)3.
5:
The
Fifty
sta
tes
and
Cana
dian
pro
vince
s. F
inge
rspe
lling
3–14
lette
r pla
ce
nam
es. (
drill)
3.6:
Bi
rthpl
aces
. (fin
gers
pellin
g in
con
text
)3.
7:
Plac
es n
ear y
ou. (
finge
rspe
lling
in c
onte
xt)
3.8:
Pl
aces
on
the
map
. (fin
gers
pellin
g in
con
text
)3.
9:
LP d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)3.
10:
Nam
es &
pla
ces.
Fin
gers
pellin
g 4–
14 le
tter n
ames
. (dr
ill)3.
11:
Abbr
eviat
ions
. (fin
gers
pellin
g in
con
text
)3.
12:
Hom
etow
ns. (
finge
rspe
lling
in c
onte
xt)
3.13
: St
rang
e pl
ace
nam
es. F
inge
rspe
lling
4–14
lette
r pla
ce n
ames
. (dr
ill)3.
14:
Fam
ous
nam
es. F
inge
rspe
lling
5–22
lette
r nam
es. (
drill)
3.15
: Ca
pita
l citie
s. (f
inge
rspe
lling
in c
onte
xt)
3.16
: Fa
mou
s pl
aces
. (fin
gers
pellin
g in
con
text
)3.
17:
Mor
e lo
ng n
ames
. Fin
gers
pellin
g 7–
11 le
tter n
ames
. (dr
ill)3.
18:
Finge
rspe
lled
word
s. (v
ario
us s
kill-
build
ing)
3.19
: Ha
ndsh
ape
drills
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.20
: Fin
gers
pellin
g ch
alle
nge.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
Unit
3 Pp
. 75
-83
ASL
Num
bers
31–
100
(pag
e 76
)AS
L Nu
mbe
rs 1
00–9
99 (p
age
77)
3.1:
Nu
mbe
rs 3
1–10
0. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)3.
2:
Num
ber c
halle
nge.
(var
ious
ski
ll-bu
ildin
g)3.
3:
Num
ber e
xcep
tions
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.4:
Ve
rtica
l dril
ls. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)3.
5:
Hund
reds
pra
ctice
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.6:
W
hat p
age
is th
at?
(num
bers
in c
onte
xt)
3.7:
M
ixed
num
bers
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.8:
Em
ail.
(num
bers
and
fing
ersp
ellin
g in
con
text
)3.
9:
IP a
ddre
sses
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.10
: W
hat i
s to
day’s
dat
e? (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
3.11
: Ad
dres
ses.
(num
bers
and
fing
ersp
ellin
g in
con
text
)3.
12:
Area
cod
es. (
num
bers
and
fing
ersp
ellin
g in
con
text
)3.
13:
Tele
phon
e nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)3.
14:
Mor
e m
ixed
num
bers
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
3.15
: Sk
ills re
view.
(var
ious
ski
ll-bu
ildin
g)
Num
bers
31–
999
Revie
w (p
age
83)
Unit
4 Pp
. 18
-24
4.1:
La
st n
ames
. Fin
gers
pellin
g 5–
12 le
tter n
ames
. (dr
ill)4.
2:
Your
fam
ily. (
finge
rspe
lling
in c
onte
xt)
4.3:
Th
e He
rnan
dez f
amily
tree
. (fin
gers
pellin
g in
con
text
)4.
4:
C, E
, O w
ords
. Let
ter a
ssim
ilatio
n de
velo
pmen
t. (d
rill)
4.5:
Tit
les.
(fin
gers
pellin
g in
con
text
)4.
6:
TV s
hows
. Fin
gers
pellin
g 4–
14 le
tter n
ames
. (dr
ill)4.
7:
EO d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)4.
8:
The
Broo
ks fa
mily
tree
. (fin
gers
pellin
g in
con
text
)4.
9:
Com
mon
fam
ily n
ames
. 10
colu
mns
of 2
–9 le
tter n
ames
. (dr
ill)4.
10:
EA d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)4.
11:
Keep
ing
track
. (fin
gers
pellin
g in
con
text
)4.
12:
Mor
e lis
ts. (
finge
rspe
lling
in c
onte
xt)
4.13
: Fin
gers
pellin
g in
itials.
Inst
ruct
ion
follo
wed
by
exam
ples
. (dr
ill)4.
14:
Fam
ous
auth
ors.
Fin
gers
pellin
g 3–
10 le
tter n
ames
. (dr
ill)4.
15:
Telev
ision
. (fin
gers
pellin
g in
con
text
)4.
16:
Inte
rvie
w. (f
inge
rspe
lling
in c
onte
xt)
4.17
: Va
rious
nam
es. F
inge
rspe
lling
4–9
lette
r nam
es. (
drill)
4.18
: Fin
gers
pelle
d wo
rds.
(var
ious
ski
ll-bu
ildin
g)4.
19:
Hand
shap
e dr
ills. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)4.
20:
Finge
rspe
lling
chal
leng
e. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)
Unit
4 Pp
. 84
-91
ASL
Num
bers
1,0
00–1
,000
,000
+ (p
age
85)
4.1:
Nu
mbe
rs 1
,000
–1,0
00,0
00. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)4.
2:
Num
ber c
halle
nge.
(var
ious
ski
ll-bu
ildin
g)4.
3:
Verti
cal d
rills.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
4.4:
Ho
w m
any?
(num
bers
and
fing
ersp
ellin
g in
con
text
)4.
5:
Sign
ing
the
year
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
4.6:
W
hat’s
the
date
? (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
4.7:
Us
ing
date
s. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
4.8:
Fr
om fi
rst t
o la
st. (
num
bers
in c
onte
xt)
4.9:
W
hat’s
the
sign
for a
nd?
Inst
ruct
ion
follo
wed
by
exam
ples
. (dr
ill)4.
10:
Shou
lder
-Shi
fting
& li
stin
g. (n
umbe
rs in
con
text
)4.
11:
Sign
ing
age.
Inst
ruct
ion
follo
wed
by
exam
ples
. (dr
ill)4.
12:
Mul
tiple
age
s. 1
0 co
lum
ns o
f 5 s
ets
of 2
–4 n
umbe
rs. (
drill)
4.13
: Ho
w ol
d is
it? (n
umbe
rs in
con
text
)4.
14:
How
man
y? (n
umbe
rs in
con
text
)4.
15:
Skills
revie
w. (v
ario
us s
kill-
build
ing)
Num
bers
1,0
00–1
00,0
00,0
00+
Rev
iew
(pag
e 91
)
© 2006, Jason E. Zinza All rights reserved 19
Fing
ersp
ellin
gNu
mbe
rs
Unit
5 Pp
. 24
-29
5.1:
Sc
hool
town
s. (f
inge
rspe
lling
in c
onte
xt)
5.2:
Co
llege
s &
unive
rsitie
s. F
inge
rspe
lling
3–11
lette
r nam
es. (
drill)
5.3:
Ba
ckgr
ound
. (fin
gers
pellin
g in
con
text
)5.
4:
Trou
ble
lette
rs. 1
0 co
lum
ns o
f 3–6
lette
r wor
ds a
nd n
ames
. (dr
ill)5.
5:
Yout
h co
nfer
ence
. (fin
gers
pellin
g in
con
text
)5.
6:
Scho
ols
for t
he D
eaf.
(fing
ersp
ellin
g in
con
text
)5.
7:
Scho
ols.
(fin
gers
pellin
g in
con
text
)5.
8:
Colle
ge d
ays.
Fin
gers
pellin
g 2–
20+
lette
r nam
es. (
drill)
5.9:
Fa
mou
s ar
tists
. Fin
gers
pellin
g 2–
13 le
tter n
ames
. (dr
ill)5.
10:
Usin
g th
e Ag
ent M
arke
r. (fi
nger
spel
ling
in c
onte
xt)
5.11
: St
uden
ts. (
finge
rspe
lling
in c
onte
xt)
5.12
: M
asco
ts. (
finge
rspe
lling
in c
onte
xt)
5.13
: Co
llege
town
s. F
inge
rspe
lling
4–10
lette
r pla
ce n
ames
. (dr
ill)5.
14:
Maj
ors.
(fin
gers
pellin
g in
con
text
)5.
15:
PP d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)5.
16:
Nota
ble
peop
le. (f
inge
rspe
lling
in c
onte
xt)
5.17
: No
bel p
rizew
inne
rs. (
finge
rspe
lling
in c
onte
xt)
5.18
: Fin
gers
pelle
d wo
rds.
(var
ious
ski
ll-bu
ildin
g)5.
19:
Hand
shap
e dr
ills. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)5.
20:
Finge
rspe
lling
chal
leng
e. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)
Unit
5 Pp
. 92
-97
5.1:
Nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)5.
2:
Room
num
bers
. (nu
mbe
rs in
con
text
)5.
3:
Tele
com
mun
icatio
ns h
ub. (
num
bers
and
fing
ersp
ellin
g in
con
text
)5.
4:
Enro
llmen
t. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
5.5:
Sc
hool
s fo
r the
Dea
f. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
5.6:
Ho
w m
any?
(num
bers
in c
onte
xt)
5.7:
Gr
adua
tion.
(num
bers
and
fing
ersp
ellin
g in
con
text
)5.
8:
Sinc
e wh
en?
(num
bers
in c
onte
xt)
5.9:
Ho
w lo
ng h
as it
bee
n? (n
umbe
rs in
con
text
)5.
10:
Wha
t tim
e is
it? In
stru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
5.11
: M
inut
es. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
5.12
: Se
cond
s. In
stru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
5.13
: Te
lling
time.
Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
5.14
: Us
ing
time.
(num
bers
in c
onte
xt)
5.15
: Sk
ills re
view.
(var
ious
ski
ll-bu
ildin
g)
Unit
6 Pp
. 30
-34
6.1:
Fa
mou
s at
hlet
es. F
inge
rspe
lling
4–9
lette
r nam
es. (
drill)
6.2:
Pe
rson
al c
alen
dars
. (fin
gers
pellin
g an
d nu
mbe
rs in
con
text
)6.
3:
Trou
ble
lette
rs. 1
0 co
lum
ns o
f 3–9
lette
r wor
ds a
nd n
ames
. (dr
ill)6.
4:
Spor
ts &
ath
letes
. (fin
gers
pellin
g in
con
text
)6.
5:
Nam
es &
age
s. (f
inge
rspe
lling
and
num
bers
in c
onte
xt)
6.6:
Un
ique
nam
es. F
inge
rspe
lling
4–10
lette
r nam
es. (
drill)
6.7:
Ol
ympi
c cit
ies.
(fin
gers
pellin
g an
d nu
mbe
rs in
con
text
)6.
8:
Q &
A. (f
inge
rspe
lling
in c
onte
xt)
6.9:
Hy
phen
ated
nam
es. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
6.10
: Sh
apes
. Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
6.11
: Ho
met
own
team
s. (f
inge
rspe
lling
in c
onte
xt)
6.12
: Fa
mou
s po
ems.
(fin
gers
pellin
g in
con
text
)6.
13:
HE d
rill.
Lette
r ass
imila
tion
deve
lopm
ent.
(dril
l)6.
14:
Spor
t ter
ms.
Fin
gers
pellin
g 4–
14 le
tter w
ords
. (dr
ill)6.
15:
Usin
g fin
gers
pellin
g. (f
inge
rspe
lling
in c
onte
xt)
6.16
: M
ore
fam
ous
athl
etes
. Fin
gers
pellin
g 4–
11 le
tter n
ames
. (dr
ill)6.
17:
Spor
ts h
alls
of fa
me.
(fin
gers
pellin
g in
con
text
)6.
18:
Finge
rspe
lled
word
s. (v
ario
us s
kill-
build
ing)
6.19
: Ha
ndsh
ape
drills
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
6.20
: Fin
gers
pellin
g ch
alle
nge.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
Unit
6 Pp
. 98
-104
6.1:
Nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)6.
2:
How
man
y? (n
umbe
rs in
con
text
)6.
3:
Olym
pic
reco
rds.
(num
bers
and
fing
ersp
ellin
g in
con
text
)6.
4:
Whe
re th
e cr
owds
are
. (nu
mbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
6.5:
Th
en &
now
. (nu
mbe
rs in
con
text
)6.
6:
Rule
of 9
: Age
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)6.
7:
Rule
of 9
: Tim
e. In
stru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
6.8:
Ru
le o
f 9: H
ours
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)6.
9:
Rule
of 9
: Min
utes
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)6.
10:
Rule
of 9
: Day
s. In
stru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
6.11
: Ru
le o
f 9: W
eeks
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)6.
12:
Rule
of 9
: Mon
ths.
Inst
ruct
ion
follo
wed
by
exam
ples
. (dr
ill)6.
13:
Rule
of 9
: Yea
rs. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
6.14
: Us
ing
the
tens
es. (
num
bers
in c
onte
xt)
6.15
: Sk
ills re
view.
(var
ious
ski
ll-bu
ildin
g)
20 © 2006, Jason E. Zinza All rights reserved
Fing
ersp
ellin
gNu
mbe
rs
Unit
7 Pp
. 35
-40
7.1:
Bran
d na
mes
. Fin
gers
pellin
g 4–
12 le
tter n
ames
. (dr
ill)7.
2:
Whe
re a
re y
ou g
oing
? (fi
nger
spel
ling
in c
onte
xt)
7.3:
Tr
oubl
e let
ters
. 10
colu
mns
of 4
–8 le
tter w
ords
and
nam
es. (
drill)
7.4:
Ac
tivitie
s. (f
inge
rspe
lling
in c
onte
xt)
7.5:
At
the
mal
l. Fi
nger
spel
ling
4–17
lette
r nam
es. (
drill)
7.6:
Fa
mou
s sh
oppi
ng. (
finge
rspe
lling
in c
onte
xt)
7.7:
Co
lors
. (fin
gers
pellin
g in
con
text
)7.
8:
Mor
e co
lors
. Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
7.9:
W
hat d
o pe
ople
go
ther
e fo
r? (f
inge
rspe
lling
in c
onte
xt)
7.10:
Fa
mou
s de
signe
rs. F
inge
rspe
lling
4–16
lete
r nam
es. (
drill)
7.11:
Ty
pes
of p
ets.
(fin
gers
pellin
g in
con
text
)7.1
2:
Best
pict
ures
. (fin
gers
pellin
g in
con
text
)7.1
3:
Whe
n an
d wh
o? (f
inge
rspe
lling
in c
onte
xt)
7.14:
Pe
ts? F
inge
rspe
lling
4–12
lette
r wor
ds. (
drill)
7.15:
Tr
oubl
e let
ters
. 10
colu
mns
of 3
–8 le
tter w
ords
and
nam
es. (
drill)
7.16:
Gr
ocer
y st
ores
. Fin
gers
pellin
g 3–
13 le
tter n
ames
. (dr
ill)7.1
7:
Long
nam
es. F
inge
rspe
lling
4–24
lette
r nam
es. (
drill)
7.18:
Fin
gers
pelle
d wo
rds.
(var
ious
ski
ll-bu
ildin
g)7.1
9:
Hand
shap
e dr
ills. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)7.
20:
Finge
rspe
lling
chal
leng
e. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)
Unit
7 Pp
. 10
5-10
9
7.1:
Num
bers
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
7.2:
W
ake-
up ti
mes
. (nu
mbe
rs in
con
text
)7.
3:
Bed
time.
(num
bers
in c
onte
xt)
7.4:
Ho
w m
uch
time
do y
ou n
eed?
(num
bers
in c
onte
xt)
7.5:
Gr
oupi
ng d
etai
ls. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
7.6:
M
ore
grou
ping
. Gro
upin
g nu
mbe
rs b
y ty
pe. (
drill)
7.7:
Od
ds &
end
s. G
roup
ing
num
bers
by
type
. (dr
ill)7.
8:
Activ
ities.
(num
bers
in c
onte
xt)
7.9:
Na
p tim
e. (n
umbe
rs in
fing
ersp
ellin
g)7.1
0:
How
long
was
I as
leep
? (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
7.11:
Lif
e in
the
futu
re. (
num
bers
in c
onte
xt)
7.12:
Lif
e in
the
past
. (nu
mbe
rs in
con
text
)7.1
3:
Recu
rring
act
ivitie
s. (n
umbe
rs in
con
text
)7.1
4:
Avai
labl
e tim
e. (n
umbe
rs in
con
text
)7.1
5:
Skills
revie
w. (v
ario
us s
kill-
build
ing)
Unit
8 Pp
. 41
-46
8.1:
Th
e pl
anet
s. F
inge
rspe
lling
4–7
lette
r nam
es. (
drill)
8.2:
Bo
dies
of w
ater
. (fin
gers
pellin
g in
con
text
)8.
3:
Flowe
rs. (
finge
rspe
lling
in c
onte
xt)
8.4:
Tr
oubl
e let
ters
. 10
colu
mns
of 2
–8 le
tter w
ords
and
nam
es. (
drill)
8.5:
Fa
mou
s la
kes.
Fin
gers
pellin
g 4–
15 le
tter n
ames
. (dr
ill)8.
6:
Tact
ile fi
nger
spel
ling.
Inst
ruct
ion
follo
wed
by
exam
ples
. (dr
ill)8.
7:
Ocea
ns &
sea
s. F
inge
rspe
lling
3–14
lette
r nam
es. (
drill)
8.8:
No
tabl
e m
ount
ains
. (fin
gers
pellin
g in
con
text
)8.
9:
Anat
omy.
(fing
ersp
ellin
g in
con
text
)8.
10:
Anat
omy
II. (f
inge
rspe
lling
in c
onte
xt)
8.11
: Fa
mou
s de
serts
. Fin
gers
pellin
g 4–
9 le
tter n
ames
. (dr
ill)8.
12a-
c:
Skel
etal
sys
tem
. (fin
gers
pellin
g in
con
text
)8.
13:
Fam
ous
natio
nal p
arks
. (fin
gers
pellin
g in
con
text
)8.
14:
Nativ
e Am
erica
n na
tions
. Fin
gers
pellin
g 4–
12 le
tter n
ames
. (dr
ill)8.
15:
Com
mon
illn
esse
s. (f
inge
rspe
lling
in c
onte
xt)
8.16
: Fa
mou
s na
tura
lists
& e
xplo
rers
. Fin
gers
pellin
g 4–
10 le
tter n
ames
. (dr
ill)8.
17:
At th
e ph
arm
acy.
Fing
ersp
ellin
g 5–
10 le
tter n
ames
. (dr
ill)8.
18:
Finge
rspe
lled
word
s. (v
ario
us s
kill-
build
ing)
8.19
: Ha
ndsh
ape
drills
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
8.20
: Fin
gers
pellin
g ch
alle
nge.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
Unit
8 Pp
. 11
0-11
3
8.1:
Nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)8.
2:
Body
fact
s. (n
umbe
rs in
con
text
)8.
3:
Wei
ghts
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)8.
4:
Popu
latio
n. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
8.5:
Si
gnin
g he
ight
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)8.
6:
Mor
e he
ight
. (nu
mbe
rs in
con
text
)8.
7:
Heig
hts
of o
bjec
ts: T
rees
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)8.
8:
Heig
hts
of o
bjec
ts: M
ount
ains
. Ins
truct
ion
follo
wed
by
exam
ples
. (dr
ill)8.
9:
Rive
rs. (
num
bers
and
fing
ersp
ellin
g in
con
text
)8.
10:
Astro
nom
y 10
1. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
8.11
: M
edica
l con
ditio
ns. (
num
bers
and
fing
ersp
ellin
g in
con
text
)8.
12:
Healt
h st
atist
ics. (
num
bers
and
fing
ersp
ellin
g in
con
text
)8.
13:
How
long
? (n
umbe
rs in
con
text
)8.
14:
Exer
cise
tips.
(num
bers
in c
onte
xt)
8.15
: Sk
ills re
view.
(var
ious
ski
ll-bu
ildin
g)
© 2006, Jason E. Zinza All rights reserved 21
Fing
ersp
ellin
gNu
mbe
rs
Unit
9 Pp
. 46
-51
9.1:
At
the
car l
ot. F
inge
rspe
lling
4–12
lette
r nam
es. (
drill)
9.2:
Ro
ad tr
ip. (
finge
rspe
lling
in c
onte
xt)
9.3:
Do
ing
erra
nds.
(fin
gers
pellin
g in
con
text
)9.
4:
Deaf
pop
ulat
ion
cent
ers.
Fin
gers
pellin
g 5–
12 le
tter p
lace
nam
es. (
drill)
9.5:
Tr
oubl
e let
ters
. 10
colu
mns
of 4
–9 le
tter w
ords
and
nam
es. (
drill)
9.6:
Ci
ty p
arks
. (fin
gers
pellin
g in
con
text
)9.
7:
Hom
etow
n lo
catio
ns. (
finge
rspe
lling
in c
onte
xt)
9.8:
Th
e Ye
llow
Page
s. F
inge
rspe
lling
4–15
lette
r nam
es. (
drill)
9.9:
Pr
ices.
(fin
gers
pellin
g an
d nu
mbe
rs in
con
text
)9.
10:
Pres
iden
tial b
irthp
lace
s. (f
inge
rspe
lling
in c
onte
xt)
9.11
: At
the
mov
ie th
eate
r. Fi
nger
spel
ling
4–10
lette
r nam
es. (
drill)
9.12
: Tr
avel
pla
ns. (
finge
rspe
lling
in c
onte
xt)
9.13
: M
ore
stra
nge
nam
es. (
finge
rspe
lling
in c
onte
xt)
9.14
: At
the
libra
ry. F
inge
rspe
lling
2–10
lette
r nam
es a
nd ti
tles.
(dril
l)9.
15:
Givin
g di
rect
ions
. (fin
gers
pellin
g in
con
text
)9.
16:
Fore
ign
plan
ces.
Fin
gers
pellin
g 4–
13 le
tter p
lace
nam
es. (
drill)
9.17
: M
ore
fam
ous
mov
ies.
Fin
gers
pellin
g 4–
10 le
tter n
ames
. (dr
ill)9.
18:
Finge
rspe
lled
word
s. (v
ario
us s
kill-
build
ing)
9.19
: Ha
ndsh
ape
drills
. Han
dsha
pe p
aram
eter
dev
elop
men
t. (d
rill)
9.20
: Fin
gers
pellin
g ch
alle
nge.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
Unit
9 Pp
. 11
4-11
9
9.1:
Nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)9.
2:
Tall
build
ings
. (nu
mbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
9.3:
Po
pulat
ions
. (nu
mbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
9.4:
M
ore
popu
latio
ns. (
num
bers
and
fing
ersp
ellin
g in
con
text
)9.
5:
Dolla
rs &
cen
ts. I
nstru
ctio
n fo
llow
ed b
y ex
ampl
es. (
drill)
9.6:
Ne
ighb
orho
od re
nts.
(num
bers
and
fing
ersp
ellin
g in
con
text
)9.
7:
Fam
ous
zip c
odes
. (nu
mbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
9.8:
Ex
chan
ge ra
tes.
(num
bers
and
fing
ersp
ellin
g in
con
text
)9.
9:
How
muc
h? (n
umbe
rs in
con
text
)9.
10:
Mor
e zip
cod
es. H
ands
hape
par
amet
er d
evel
opm
ent.
9.11
: Fa
mou
s pl
aces
. (nu
mbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
9.12
: Tr
ansp
orta
tion
sche
dule
s. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
9.13
: De
af c
omm
unity
add
ress
es. (
num
bers
and
fing
ersp
ellin
g in
con
text
)9.
14:
Mor
e co
mm
unity
add
ress
es. (
num
bers
and
fing
ersp
ellin
g in
con
text
)9.
15:
Skills
revie
w. (v
ario
us s
kill-
build
ing)
Unit
10
Pp.
51-5
6
10.1
: Fin
gers
pelle
d fo
ods.
Fin
gers
pellin
g 3–
10 le
tter n
ames
. (dr
ill)10
.2:
Popu
lar c
hees
es. F
inge
rspe
lling
4–10
lette
r nam
es. (
drill)
10.3
: Co
mpa
nies
. (fin
gers
pellin
g in
con
text
)10
.4:
Busin
ess
acro
nym
s. (f
inge
rspe
lling
in c
onte
xt)
10.5
: Ki
tche
n sp
ice ra
ck. F
inge
rspe
lling
4–9
lette
r nam
es. (
drill)
10.6
: W
hat i
s it?
(fin
gers
pellin
g in
con
text
)10
.7:
Bein
g sp
ecific
. (fin
gers
pellin
g in
con
text
)10
.8:
Type
s of
tree
s. F
inge
rspe
lling
5–8
lette
r nam
es. (
drill)
10.9
: Fa
mou
s ch
efs.
Fin
gers
pellin
g 3–
9 le
tter n
ames
. (dr
ill)10
.10:
Fut
ure
plan
s. (f
inge
rspe
lling
in c
onte
xt)
10.1
1: M
ore
occu
patio
ns. (
finge
rspe
lling
in c
onte
xt)
10.1
2: T
roub
le le
tters
. 10
colu
mns
of 4
–8 le
tter w
ords
and
nam
es. (
drill)
10.1
3: F
oods
& s
hape
s. V
isua
l dis
crim
inat
ion
deve
lopm
ent.
(dril
l)10
.14:
At t
he re
stau
rant
. (fin
gers
pellin
g in
con
text
)10
.15:
Fam
ous
zoos
. (fin
gers
pellin
g in
con
text
)10
.16:
Fin
gers
pelle
d oc
cupa
tions
. Fin
gers
pellin
g 3–
16 le
tter w
ords
. (dr
ill)10
.17:
Ani
mal
s. F
inge
rspe
lling
4–8
lette
r wor
ds. (
drill)
10.1
8: F
inge
rspe
lled
word
s. (v
ario
us s
kill-
build
ing)
10.1
9: H
ands
hape
dril
ls. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)10
.20:
Fin
gers
pellin
g ch
alle
nge.
Vis
ual d
iscr
imin
atio
n de
velo
pmen
t. (d
rill)
Unit
10
Pp.
120-
124
10.1
: Nu
mbe
rs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)10
.2:
Aver
age
sala
ries.
(num
bers
in c
onte
xt)
10.3
: Tim
e fo
r a ra
ise?
(num
bers
in c
onte
xt)
10.4
: En
rollm
ent.
(num
bers
in c
onte
xt)
10.5
: M
ore
occu
patio
ns. (
num
bers
in c
onte
xt)
10.6
: At
the
groc
ery
stor
e. (n
umbe
rs in
con
text
)10
.7:
At th
e fru
it st
and.
(num
bers
and
fing
ersp
ellin
g in
con
text
)10
.8:
Calo
ric in
form
atio
n. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
10.9
: Th
e lo
cal r
esta
uran
t. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
10.1
0: I
ngre
dien
ts. (
num
bers
and
fing
ersp
ellin
g in
con
text
)10
.11:
Pric
es. (
num
bers
in c
onte
xt)
10.1
2: B
usin
ess
card
s. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
10.1
3: E
ndan
gere
d sp
ecie
s. (n
umbe
rs a
nd fi
nger
spel
ling
in c
onte
xt)
10.1
4: A
nim
al fa
cts.
(num
bers
and
fing
ersp
ellin
g in
con
text
)10
.15:
Skil
ls re
view.
(var
ious
ski
ll-bu
ildin
g)
22 © 2006, Jason E. Zinza All rights reserved
Fing
ersp
ellin
gNu
mbe
rs
Pp.
57-6
1M
ore
Fing
ersp
ellin
g Ac
tiviti
es &
Com
mon
ly Fi
nger
spel
led
Term
s
1. T
he A
BCs.
(var
ious
ski
ll-bu
ildin
g)2.
Acr
ostic
s. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)3.
Pan
gram
s. (f
inge
rspe
lling
in c
onte
xt)
4. P
alin
drom
es. (
finge
rspe
lling
in c
onte
xt)
5. Is
it a
rule
or n
ot?
Hand
shap
e pa
ram
eter
dev
elop
men
t. (d
rill)
6. A
cros
tic s
tory
. (fin
gers
pellin
g in
con
text
)7.
Hom
onym
s. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)8.
Rar
e sp
ellin
gs. H
ands
hape
par
amet
er d
evel
opm
ent.
(dril
l)9.
The
Gre
ek A
lpha
bet.
Hand
shap
e pa
ram
eter
dev
elop
men
t.10
. A g
roup
of…
(fin
gers
pellin
g in
con
text
)
Pp.
125-
128
Mor
e Nu
mbe
r Act
ivitie
s
1. P
opul
atio
n ch
ange
s. (n
umbe
rs in
con
text
)2.
Imm
igra
tion.
(num
bers
in c
onte
xt)
3. A
ge d
istri
butio
n. (n
umbe
rs in
con
text
)4.
Sta
te p
opul
atio
ns. (
num
bers
and
fing
ersp
ellin
g in
con
text
)5.
In th
e pa
st m
onth
… (n
umbe
rs in
con
text
)6.
Sta
tistic
s. (n
umbe
rs in
con
text
)7.
Add
ress
es. (
num
bers
and
fing
ersp
ellin
g in
con
text
)8.
Ges
tatio
n pe
riods
& li
fe s
pan.
(num
bers
and
fing
ersp
ellin
g in
con
text
)9.
Ave
rage
cos
ts. (
num
bers
in c
onte
xt)
10. F
ilm fa
cts.
(num
bers
and
fing
ersp
ellin
g in
con
text
)