Common Planner
K–12 Standards

Communication: American Sign Language: Early Gr. 3-5

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

STRUCTURE OF ASLASL.1

  • 1

    Uses the breadth of signing frame spaceASL.1.E1

  • 2

    Uses descriptive classifiers and other adjectivesASL.1.E2

  • 3

    Uses advanced conjunctionsASL.1.E3

  • 4

    Uses prepositions through depictions, eye gaze, and locative signsASL.1.E4

  • 5

    Creates compound sentences with indicating verbs to demonstrates sequences of eventsASL.1.E5

  • 6

    Produces compound sentences using negations or as conditionalsASL.1.E6

  • 7

    Produces and evaluates sentences to ensure subject, verb, object agreementsASL.1.E7

KNOWLEDGE OF LANGUAGEASL.2

  • 1

    Chooses signs and phrases to convey ideas preciselyASL.2.E1

  • 2

    Chooses non-manual markers, fingerspelling, and signs for effectASL.2.E2

  • 3

    Differentiates between contexts that call for formal ASL and situations where informal discourse is appropriateASL.2.E3

  • 4

    Expands, combines, and reduces sentences for meaning, viewer interest, and styleASL.2.E4

  • 5

    Combines and contrasts the varieties of ASL (regional, accents, registers) used in stories, dramas, or poemsASL.2.E5

  • 6

    Varies sentence patterns for meaning, viewer interest, and styleASL.2.E6

  • 7

    Fingerspells correctly and uses a chaining approach when introducing new academic signsASL.2.E7

VOCABULARY ACQUISITION AND USAGE: MEANINGASL.3

  • 1

    Uses the following to identify the meaning of an unknown sign, fingerspelled word, or phrase: context, grade-level prefixes/suffixes, non-manual markers, iconicity of signsASL.3.E1

  • 2

    Consults general and specialized reference materials, both print and digital, to determine, clarify, and verify the meaning of a sign, depiction, or phraseASL.3.E2

VOCABULARY ACQUISITION AND USAGE: RELATIONSHIPSASL.4

  • 1

    Explains the meaning of simple similes and metaphors in contextASL.4.E1

  • 2

    Relates signs to their opposites (antonyms) and to signs with similar but not identical (synonyms)ASL.4.E2

  • 3

    Relates signs to their sign families based on sign locations, handshapes, etc.ASL.4.E3

  • 4

    Interprets figurative language, including similies and metaphors, in contextASL.4.E4

  • 5

    Uses the relationship between particular signs to better understand each of the signsASL.4.E5

  • 6

    Interprets sentences that use the same signs and different expressions and tones to reflect different shades of meaningASL.4.E6

  • 7

    Distinguish among connotations (associations) of signs with similar denotations (definitions)ASL.4.E7

  • 8

    Use common, phonology awareness as clues to the meaning of a wordASL.4.E8

VOCABULARY ACQUISITION AND USAGE: ACADEMIC LANGUAGEASL.5

  • 1

    Acquires and accurately use grade-level general academic and domain-specific signs, fingerspelled words, and phrases, including those that signal precise actions, emotions, or states of being (4) and those that signal contrast, addition, and other logical relationships (5) ASL.5.E1

  • 2

    Gathers vocabulary knowledge when considering signs, fingerspelled words, or phrases important comprehension or expression. (6-8)  ASL.5.E2

FINGERSPELLING AND FINGER-READING: KEY IDEASASL.6

  • 1

    Uses fingerspelling to highlight titles of worksASL.6.E1

  • 2

    Uses fingerspelling in presentation or discourse to highlight a wordASL.6.E2

  • 3

    Uses pacing of fingerspelling to highlight a word or phraseASL.6.E3

  • 4

    Uses chunking or space of fingerspelling to highlight a word or phraseASL.6.E4

  • 5

    Uses fingerspelling in presentation or discourse for emphasisASL.6.E5

  • 6

    Uses fingerspelled words when there are no sign equivalentsASL.6.E6

  • 7

    Recognizes and understands that fingerspelling can be used to establish referents and/or to clarify meaningASL.6.E7

  • 8

    Recognizes that fingerspelled words are not always for emphasis and uses both the fingerspelled word and the sign interchangeablyASL.6.E8

FINGERSPELLING AND FINGER-READING: INITIALIZED AND LEXICALIZED FORMSASL.7

  • 1

    Connects initialized forms and alphabet letters to their equivalent in EnglishASL.7.E1

FINGERSPELLING AND FINGER-READING: ACQUISITION AND USESASL.8

  • 1

    Fingerspells longer words and phrases, following correct contour as new ASL and English lexicon expandsASL.8.E1

  • 2

    Uses chaining vocabulary when introducing new vocabulary words and signsASL.8.E2

  • 3

    Recognizes that some signs are compounded with signs and lexicalized fingerspellingASL.8.E3

  • 4

    Uses signs compounded with signs and lexicalized fingerspellingASL.8.E4

  • 5

    Recognizes that some words are fingerspelled due to domain-specific definitionASL.8.E5

Frequently asked questions

What grade levels do these standards cover?
Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8
Where can I read the official document?
Communication: American Sign Language: Early Gr. 3-5

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