INTRODUCTION xxix
UNIT 1 — GETTING TO KNOW YOU, p. 1
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 1:1Getting to
Ask/give names Wh-question: Wh-questions: Ask name, Eye contact
Know You“what” what, who, Give name
ACTFL: 1.1, 4.1
Shake handswhere
NAME, COPY-meIX-loc
LESSON 1:2Cardinal
Count off Number forms 1–10
Numbers 1–10palm orientation
Produce correct number forms
LESSON 1:3Fingerspelling:
Spell names Form and a, e, i, o, s, m, n, t
Fist Lettersmovement of “fist” handshape letters
form for “fist” handshape letters in names
LESSON 1:4Same or
Comparisons: Tell whether Ask to repeat
Different 1SAME-AS,DIFFERENT
Categories:
descriptions are the same or different
SHAPE, LETTER,NUMBER,AGAIN
Give name Wh-question: Greeting: HELLO Look at faces asAsk name “what” Memory-related: partner spellsExpress REMEMBER, name
pleasure in FORGET,meeting FINGERSPELL
(name),NICE MEET-you,HOMEWORK
LESSON 1:6Cardinal
Count off Number forms 11–15 Understand and Track
Numbers 11–15sign numbers conversation1–15
LESSON 1:7 Ask/tell what's Contrastive Comparisons: Ask/tell if thedifferent structure, SAME-AS, two items are
Wh-question: DIFFERENT similar or“what” Categories: different
SHAPE, LETTER,NAME, NUMBER
ACTFL: 1.1, 4.1
ACTFL: 1.1, 4.1
ACTFL: 1.1, 3.1, 4.1
ACTFL: 1.1, 4.1
ACTFL: 1.1, 4.1
45–50 minutesp. 2
10–15 minutesp. 8
10–15 minutesp. 12
10–15 minutesp. 17
10–15 minutesp. 8
Produce correct
Introduce self Open/close
conversation Fingerspell names
ACTFL: 1.1, 1.3, 2.1, 4.1
LESSON 1:5Introducing Oneself45–60 minutesp. 23
20–25 minutesp. 33
Same orDifferent 2
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
Identify others Wh-question: Gender: MAN, Ask who Glance at personWHO WOMAN, Tell who by being referred
Identifying PERSON identifying tosequence Clothing, person,
Real world physical Acknowledgeorientation appearance, by glancingusing IX-loc colors and nodding
Topicalization
LESSON 1:9Specifying
Give instructions DCL”trace shape” IX-loc”tap inside, Describe a shape Monitor listener
Where (Inside,to draw Word order: is following
descriptions alongabove, or below”to indicatewhere to place
and indicate where to place secondary items
LESSON 1:10Giving
Give/follow Word order SIT, STAND, Give commands
Commands:commands Commands: JUMP, DANCE, involving objects
and body position
action involving body, action involving objects
TURN-AROUND Classroom items Action with items:
OPEN-(item),CLOSE-(item)
ICLs
LESSON 1:11 Follow instructions DRAW, WRITE, Follow instructionsJOT-DOWN
RIGHT, WRONG
Get another Get another Tap shoulderperson's
TAP-SHOULDER LOOK-AT person's Wave to get
attention attention attention
xxx SIGNING NATURALLY
UNIT 1 — GETTING TO KNOW YOU continued
Above, and Below)20–25 minutesp. 47
Objects in the Classroom35–45 minutesp. 52
Following Instructions15–20 minutesp. 66
LESSON 1:12 Culture: Getting Attention20–30 minutesp. 71
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.3, 2.1,
to draw shapes, write names, and to jot down numbers and/or letters
ACTFL: 1.1, 2.1, 3.1,
ACTFL: 2.1, 3.1, 4.2
2.1, 4.1
ACTFL: 1.1, 1.2, 1.3, 3.1
3.1, 4.1
4.1
40–45 minutesp. 38
LESSON 1:8Asking Who
INTRODUCTION xxxi
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 2 — EXCHANGING PERSONAL INFORMATION, p. 83
LESSON 2:1Giving
Ask/tell personal Yes/no questions Identity: Identify self Response:
Informationinformation affirm/negate LEARN+ER, Negate, give OH-I-SEE
about YourselfReal world TEACH+ER, correct
orientation DEAF, HEARING informationusing IX-loc TEACH, LEARN Ask yes/no
questionsLanguages Places of learning Names of local
colleges Responses: YES,
#NO, OH-I-SEE
Ask/tell how Number form 1–19 Produce correctmany and movement HOW-MANY
Wh- question: HAVEnumber forms
Ask “how many”HOW-MANY PLUS questions
LESSON 2:3Identifying
Give instructions Identify square Confirm listenerIX-loc”here”Game vocabulary: understands
Identify square toplace “X” or “O”
Ask “which” wherequestion
START,HEAD,fs-TAIL, WINLOST, EQUAL
• trace grid• establish
reference point• indicate square
(mark “X” or“O”)
Topicalization
Narrate about Narrative SIGN, SPEAK Narrate language Maintain eyelanguage(s) structure Quantity: MOST, background contact withone grew up Contrastive using transitions with listenerspeaking and structure Respond to throughoutlearning Transitions: whq narrative
• topicalization
LITTLE-BIT, #ALL STILL SPEAK Level of difficulty HOW YOU
t category Tell present• NOW FINE++, condition
#OK/SO-SO, FINE++,TIRED, SICK TIRED, etc.
LESSON 2:5 Give name Form and b, c, d, f, k, l, r, Ask to repeatmovement u, v, w, x fingerspellingof “up”handshape
form for “up” handshape letters in names
lettersHand position
110 minutesp. 84
LESSON 2:2 Cardinal Numbers 16–1910–17 minutesp. 108
Locations:Tic-Tac-Toe25–35 minutesp. 112
LESSON 2:4 Narrating Experience with
65–90 minutesp. 118
Fingerspelling: Up Letters20–25 minutesp. 130
ACTFL: 1.1, 3.1, 4.1
ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1
ACTFL: 1.1, 2.1, 3.1, 4.1
ACTFL: 1.1, 1.3, 2.1, 4.1
ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1,
Produce correct
4.2
LanguagesSOME,
Discuss leisure Statement: Leisure activities Tell what person Get point acrossactivities “ME LIKE…” by describinglikes to do in
leisure time and acting outwhen don’tknow signs
Ask/give Wh- question: 1–29 Produce correctsubtraction MINUS, number formsproblems HOW-MANY Ask/give
Topicalization subtractionproblems
Describe shapes Describe 3 types Take signer's Acknowledge youof shapes perspective
Sequence for Describeunderstand description
combination combinationof shapes of shapes
• describe firstshape
• hold referencepoint to indicatewhere to placesecond shape
Signer’sperspective
Topicalization
Identify person, Identifying Classifiers: BCLs, Identify person (Listener)give information sequence: ICLs and give acknowledge
• gender + Actions information whoappearance Drinks about that
• gender + body Preferences: personposition LIKE, FAVORITE Ask/state
• gender + action PAY-ATTENTION preferencesContrastive
structure
LESSON 2:10 Give names Form and bb, tt, ll, mm, nn, Produce correct Ask to repeatrr, ss, dd, oo, ee, spelling ofmovement of
double letters aa, kk namesform for names with double letters
xxxii SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 2 — EXCHANGING PERSONAL INFORMATION continued
LESSON 2:6 Talking about Leisure Activities 35–45 minutesp. 135
LESSON 2:7 Cardinal Numbers
20–35 minutesp. 141
LESSON 2:8 Describing Three Types of Shapes 35–45 minutesp. 146
LESSON 2:9 Identifying People 60–90 minutesp. 152
Fingerspelling: Double Letters15–25 minutesp. 166
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 3.1, 4.1
ACTFL: 1.1, 2.1, 3.1,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 4.1
2.1, 3.1, 4.1
4.1, 4.2
2.1, 3.1, 4.1, 4.2
20–29
INTRODUCTION xxxiii
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 2:11Culture:
EXCUSE-ME Go through Walk through
Negotiatingsignedconversation
conversation Respond to
Go through touch to movecrowd ofpeopleconversing in signs
LESSON 2:12Asking What Is
Ask for a sign Wh- question: OPPOSITE Use different Respond with
the Sign(describes), SIGN strategies toSIGN “what” Responses: THINK, ask for a sign
varying degrees of certainty
SORRY FORGET,NOT UNDERSTAND,MORE,NOT-KNOW
LESSON 3:1 Ask/tell where Wh-question: LIVE Respond to info:WHERE HERE, IX-loc,
Ask/tell where live Use real world OH-I-SEE
“area” WHEREperson lives, in which area of the city Real world
orientation
orientation to indicate where
NEAR “area” Areas of city Compass points CITY
Give commands Action involving Locations: TABLE,object and SHELF, FLOOR,location
Weak hand toTV, etc.
Objects: PENCIL,
Give commandsinvolving objectand location
Use weak hand toPAPER, BOOK,establish
reference point CUP, etc.to establish reference
Modify the verb Actions: PUT-on, Use topicalizationwhen namingobject or
“PUT” to correspond with the action
-down, -under,-beside, -behind,-between, etc. location
Topicalization
UNIT 3 — DISCUSSING LIVING SITUATIONS, p. 195
ACTFL: 2.1, 3.1, 4.2
ACTFL: 1.3, 2.1, 3.1,
a Signing Environment30–45 minutesp. 169
45 minutesp. 175
Telling whereOne Lives40–60 minutesp. 196
ACTFL: 1.1, 1.3, 2.1,
ACTFL: 1.1, 1.2, 1.3,
LESSON 3:2 Giving Commands:Locations50 minutesp. 206
4.2
3.1, 4.1
2.1, 3.1, 4.1
xxxiv SIGNING NATURALLY
Guide others HIDE Find objectswith the face LOOK-FOR
FIND
Maintain eye contact; Back channeling by
SUMMON
through others’ facial expressions;
Use facialusing head nods and shakes
expressions to confirm or negate
LESSON 3:4Fingerspelling:
Three correct Word and names Correctly
Moving Letter Zwith the letter “Z”
fingerspell names with the letter “Z”
hand positions and movement of letter “Z” in a word/name
LESSON 3:5Discussing One’s
Ask/tell about Contrastive Dwellings: Describe Respond to info:
Residencestructure HOUSE, #APT OH-I-SEE residence
Ask/give opinion Wh-question: DORMWHICH Conveying size
residence State opinion Use contrastive
Facial markers: of dwellings“cha,” “mm,”“oo”
structure to ask “WHICH” question
Facial marker to indicate size
Conveying age of dwellings
Opinions: FINE, SO-SO/#OK, LIKE, DETEST
LESSON 3:6Giving Basic
Give directions Wh-question: Facilities/things: Give directions
Directions:to places
Around thearound the
Classroomclassroom
WHERE Topicalization Real world
CLASSROOM, BATHROOM, TEACHER
orientation Give directions:
OFFICE, etc. Direction
to places around the classroom using real world orientation
vocabulary: Describe how oneIX-dir, NEAR feels
-same floor-different floor-differentbuilding
HALLWAY, etc.Facial markers:
“cs,” “mm,”“ah”
Category: PLACELET-DOWN
Follow Signer’s Locate square,instructions perspective then follow
Identify square instructionsin grid to fill in the
square
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 3 — DISCUSSING LIVING SITUATIONS continued
LESSON 3:3 Communicating
20–30 minutesp. 213
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 4.1
25 minutesp. 217
60 minutesp. 220
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
60 minutesp. 229
LESSON 3:7 Identifying Which Square 1 30–45 minutesp. 240
ACTFL: 1.3, 2.1, 3.1,
2.1, 3.1, 3.2, 4.1
2.1, 3.1, 3.2, 4.1, 4.2
4.2
2.1, 3.1, 3.2, 4.1, 4.2
with the Face
INTRODUCTION xxxv
Count off 1–66 Number forms 30–66 Count 1–66 Track activitypalm orientation to know what
number to sign next
LESSON 3:9Talking about
Tell about living Living Tell about livingYes/no questions Contrastive arrangement:arrangements
Describe pets structure: LIVE ALONE,LIVE WITH
arrangements Describe pet(s) Orient signs toTell how many
For two: using Pets: CAT, #DOG, person being referred tocontrastive
structureBIRD, etc.
Possession: HAVE,For three: naming NONE
across signing Categories:PEOPLE,space
Conveying size ANIMAL,of… fs-PET
DCL: describing Facial markers:pet markings “cs,” “mm,”
“cha”using own body Orient signs
toward person when giving information about that person
Express need Give directions Needs: NEED, Give directions Respond toAsk/give
directionsgratitude: FINE++ “pshaw”
Express
(review Skill 2.1) Topicalization Wh-question:
DRINK, EAT, BUY, PRACTICE, etc.
using real world orientation
gratitude Gratitude;THANK-you
Express need Express gratitude
WHERE
Response: FINE++ “pshaw”
Directionvocabulary
Facilities/thingsvocabulary
LESSON 3:11Fingerspelling:
Give names/ Form and Produce correct
Down Letterswords
Letters P, Q, Y Letter
P, Q, Ycombinations: PR, PL
movement for letters P, Q, Y and combinations PR, PL
form and movement for letters P, Q, Y, PR and PL in words
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 3:8 Cardinal Numbers
20 minutesp. 246
Roommatesand Pets60–90 minutesp. 251
LESSON 3:10 Giving Basic Directions: Expressing Needs 35–45 minutesp. 263
30 minutesp. 270
ACTFL: 1.1, 4.1
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 2.1, 3.1,
ACTFL: 3.1, 4.1
2.1, 3.1, 4.1, 4.2
4.1, 4.2
30–66
Real world orientation
Ask/tell how long Wh-question: 1–5-MINUTE; Ask how many Respond toit takes HOW-MANY 1–9-HOUR information
MINUTE (6 and over)hours/minutes
Tell length ofHOW-MANY +MINUTE time
HOUR (10 and over)+HOUR
Ask/give Wh- question: Transportation Use spatial Respond topersonal HOW agreement informationinformation COME-here,
vocabulary Verbs: RIDE-IN when signing
WHERE LIVE GO-TO,COME-here
[WITH], WALK, GO-TO, COME-here Ask/tell:
Spatial agreement using COME-here, GO-TO Length of time
Places; WORK,HOME, CLASS
Frequency:
• where work,• how get there• how long it
takesALWAYS, SOMETIMES, NEVER, HOW, WHERE, HOW-MANY
LESSON 3:14Identifying
Locate square,
Which Square 2fill in information
Narrateinformation
LESSON 3:15Ask for a sign Responses: THINK, Use different
(review of strategies toUnit 2, Skill 2) ask for a sign
Respond withvarying
SORRY FORGET, NOT UNDERSTAND, MORE,NOT-KNOW degrees of
certainty
Give instructions Review number 30–66 Identify squareforms and MISS-OBJECT using numbersmovement HIT-JACKPOT
xxxvi SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 3 — DISCUSSING LIVING SITUATIONS continued
ACTFL: 1.1, 2.1, 3.1,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 2.1, 3.1,
ACTFL: 2.1, 3.1, 4.2
ACTFL: 1.1, 1.2, 1.3,
LESSON 3:12 Telling How Long 25 minutesp. 275
LESSON 3:13 Traveling to School or Work 120+ minutesp. 279
30 minutesp. 290
Asking WhatIs the Sign35–45 minutesp. 294
LESSON 3:16 Reviewing Cardinal Numbers
35–45 minutesp. 299
4.1
2.1, 3.1, 4.1
4.1
2.1, 4.1
30–66
INTRODUCTION xxxvii
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 4 — TALKING ABOUT FAMILY, p. 313
LESSON 4:5
LESSON 4:1 Talking about Immediate Family 60–90 minutesp. 314
LESSON 4:2 Negation 1
LESSON 4:3 Rocking Numbers
LESSON 4:4 Have, Like, Want,
20–30 minutesp. 339
Talking about Siblings45–60 minutesp. 343
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 2.1,
ACTFL: 1.3, 4.1
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
Ask/tell if Contrastive Talk about familymarried structure
Ask/tell if have Sign Usage:
Immediate familyRelationship verbsGender: BOY,
children BOY — SONAsk/tell desires GIRL —
GIRLPossessive
and familyrelationshipsand desiresfor the future
for the future DAUGHTER pronounsTime sign:
IN-FUTURE Express desire:
WANT, NOT-WANT, MAYBE
Negate sentences: NOT, NONE Reply to NOT, NONE questions by
• negatingstatement
• giving correctinformation
• or both
Count off 67-98 Form and 67–69, 76–79, Produce correct Track86–89, 96–98 conversationnumber form
and movementmovement of"smaller numbertwist to larger number" and "larger number twist down tosmaller number"
Express likes, HAVE, LIKE, Summarize thewants, and
Simple statement Ask wh-word WANT, NEED information
question “what” in a shortneedsTell what one has narrative
Ask/tell about Pronouns: Tell one’s ranking Respond tosiblings:
Yes/no questionsWh-word YOU-TWO, information:
question:among siblings
Describe INTERESTINGUS-TWORelationship:WHICH, “what”
Rhetorical BE-CLOSE-TO
• who is oldest• who close to• similarities and
differences question: Ranking:
relationshipwith siblingsAsk/tell about
rhetDIFFERENTShift body
OLD+EST, LAST BROTHER, SISTER
to contrast Ordinal numbers:
similarities and differences between selfand sibling
informationabout others
6th–8thComment:
and self INTERESTING
2.1, 3.1, 4.1
3.1, 4.1
2.1, 3.1, 4.1
2.1, 3.1, 3.2, 4.1, 4.2
20–30 minutesp. 327
67–9820–25 minutes p. 335
and Need
LESSON 4:5Talking aboutSiblings(continued)
• for 1 sibling: use US-TWO
• for 2 or more siblings: list on weak hand
LESSON 4:7Telling How Old
xxxviii SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 4 — TALKING ABOUT FAMILY continued
ACTFL: 1.2, 1.3, 3.1,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
LESSON 4:6 Fingerspelling: Moving Letter J 10-15 minutesp. 356
15 minutesp. 361
LESSON 4:8 Talking about Extended Family 60–90 minutesp. 366
Contrastivestructure:tell numberof siblings
Ranking:
Give name Number form, JA, JE, JI, JO, JU Produce correct Repeat spellingto confirmmovement and
palm orientation for letter combinations “ja,” “je,” “ji,” “jo,” and “ju”
form and movement for names with with letter combinations “ja,” “je,” “ji,” “jo,” and “ju”
Ask/tell age Wh- question: OLD-(number) Produce age(number)- correctlyHOW-OLD
Shift body to MONTH+OLDcontrast information about others and self to give age
Ask/tell about Talk aboutYes/no questionsWh- question:
RelativesVerbs: STILL LIVE,parents' family
and grandparents
HOW-MANYPersonal and
extended family Tell parent's ranking among
possessive their siblings Use personal andpronouns
Relationship word
GONE (dead)DEAD/DIED,BE-ALONE(widow),BECOME-OLD++
orderContrastive
Pronoun: YOU Possessive: YOUR Ranking:
possessive pronouns to define relationshipstructure
Tell ranking using Use weak handTHEY-TWO
OLD+EST, ALTOGETHER to indicate
ranking
4.1
2.1, 3.1, 4.1, 4.2
2.1, 3.1, 3.2, 4.1, 4.2
INTRODUCTION xxxix
LESSON 4:9Telling How
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
Family Members
60–90 minutesp. 377
LESSON 4:10 Negation 220–30 minutesp. 385
LESSON 4:11 Discussing Family
45–60 minutesp. 390
LESSON 4:12 Review Cardinal Numbers 1–100 15–25 minutesp. 397
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.3, 4.1
Ask/tell Wh- question: Family Ask/tell how relationships Pronouns: two people are
Tell how two IX”person”people are POSS”other
relatedUse third person
related
“what” third person personal and possessive pronouns person”
Use contrastivepersonal and possessive pronouns to tell relationship
structure to establish spatial location for each person
Negative NOT, NONE Integrate facialstatementNOT, NONE
Yes/no questions
markers that coincide with negation and yes/no questions
Discuss Discuss change Get other'srelationships
Yes/no questions Identify person:
Family variations:fs-STEP+SISTER, in relationships attention
Talk about gender, to ask achanges in
and families Get person's question
relationshipsdescription
Ask relationship:use POSS, IX
attention to ask question
Use POSS andIX to askaboutrelationship
+BROTHER,+MOTHER,+FATHERHALF+SISTER,+BROTHERPARTNER
Change inrelationshipverbs: ADOPT,DIVORCE,SEPARATE,QUARREL,FALL-IN-LOVE,etc.
Give the next Wh- question: t Produce correctly“what” (#) NEXT-TO-right
Topicalization /leftnumbers 1–100
Ask for the nextnumber, the number before, the number in between
t t(#), (#),
“what” NUMBER
number, thenumber before,and the numberin betweenwhq
IX”middle”1-100
2.1, 3.1, 4.1, 4.2
ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1
2.1, 3.1, 4.1, 4.2
Are Related
Variations
LESSON 4:15Culture:
xl SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 4 — TALKING ABOUT FAMILY continued
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 2.1, 3.1, 4.2
LESSON 4:13 Getting the Meaning Across 20–25 minutesp. 401
LESSON 4:14 Commenting on Family Members 30–40 minutesp. 404
Maintaining a Clear Sightline20–25 minutesp. 412
Getting the Wh- question: KEY, FOR++meaning across FOR++
Use signs, gestures Acting out to get
meaning acrosswhen don’tknow the sign
Commenting on Third person Occasions: Discuss familyfamily members personal
and possessivepronouns: IX,POSS
Wh- question:
BIRTHDAY, ANNIVERSARY, VACATION, GRADUATION, WEDDING etc.
HOW-OLD, Commenting on:
picture, giving information about to occasion, relationship, marital status age, etc.WHERE, WHEN
Yes/no questions Ask/answerfollow up questions about the picture
CUTE, PRETTY, HANDSOME, LOOK+LIKE YOU, NICE FAMILY, BIG FAMILY, FACE YOUNG, etc.
Commenting onfamily photos
As signer, position Being aware ofself so all can others' ability
Check to be sureeveryone cansee the signer to seesee
As listener,voluntarily move so others can see or ask (by gently pressing shoulder) others to move so you can see
2.1, 3.1, 4.1, 4.2
2.1, 3.1, 3.2, 4.1, 4.2
INTRODUCTION xli
LESSON 5:3Fingerspelling:
LESSON 5:4
UNIT 5 — TALKING ABOUT ACTIVITIES, p. 423
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 5:1 Talking about Everyday Activities 50–65 minutesp. 424
LESSON 5:2 Agreement Verbs 45–60 minutesp. 441
Talking about Chores50–65 minutesp. 454
LESSON 5:5 Asking if Done20–30 minutesp. 467
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.3, 4.1
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
Words with G and H Letters10–15 minutesp. 451
Ask/tell when Wh- question: Everyday activities: Ask what persondid/will do onsomeone did/
will do activityDO++, WHEN
Word order with a certain day Use time signtime sign
Topicalization
• at home• outside homeTime signsVerbs: GO-TO,LEAVE-FOR
at beginningof sentence
Relay information Modify verb to GIVE-TO, Modify verb toTAKE-FROM,ASK-TO,
agree with subject and object SHOW-TO,
Use agreement THROW-TO,verb in role TELL-TO
agree with subject and object when repeating conversation
shift NEWSPAPER Narrate storyusing agreement verb in role shift
Give name Form, position G, H Produce correctand movementof the letters“G” and “H”
form position and movement for names with the letters “G” and “H”
Ask/tell what Use POSS DUTY Chores: CLOTHESeach person's household chores are
agreement with person's location
WASH-CLOTHES,FLOOR SWEEP,FEED CAT, etc.
Discuss eachperson's
household duties Use possessive
Ask/give opinion Opinions: ENJOY,TopicalizationUse negative NOT-MIND,
DETESTDUTY Ask/give opinion
headshake before giving opinion
Ask if completed Ask/tell iftasks
Yes/no questions Integrate head
Affirm: FINISH Negate: NOT-YET
nod andheadshakewhile affirmingor negating
completed a task
nods and headshake while signing FINISH and NOT-YET
3.1, 4.1
3.1, 4.1
2.1, 3.1, 4.1
2.1, 3.1, 4.1, 4.2
pronouns to refer to non-present person
Integrate head
LESSON 5:6
LESSON 5:8Talking aboutActivities withOthers
xlii SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 5 — TALKING ABOUT ACTIVITIES continued
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
Talking about Errands50–70 minutesp. 473
LESSON 5:7 Telling How Often 50–60 minutesp. 487
100-120 minutesp. 496
LESSON 5:9 Talking about What One Does
45-60 minutesp. 515
Discuss what Sequence errands: Places: fs-PO, Ask/tell what Respond toinformationerrands one
must do in the next few days
use transitionFINISH andverb GO-TO
errands one must do in the next few days
Wh- question:
SCHOOL,DENTIST, #ZOOVIDEO STORE,etc.
• pity• WOW• OH-I-SEE
MUST fs-DO Errands: RENT“what”
Use weak hand
Sequence errandsusing FINISH andverb GO-TO
List errands onMOVIE, PICK-UPSON, DROP-OFFCLOTHES, etc. weak handwhen listing
errands Level of Give opinionGO-TO and willingness:
NOT-MIND,REFUSE
Verbs: GO-TO,
COME-here to agree with locations referred to LEAVE-FOR
Ask/tell how Use yes/no Frequency: Use frequency question to ask how often:
often person does a specific chore
EVERYDAY, ONCE+1-WEEK, NEVER, etc.
YOU (chore)
time signs to tell how often person does a chore
q Use frequencytime sign atEVERYDAY
Use frequency end ofsentencetime sign at end
of sentence
Talk about what Sequence activities Comment onperson's been involving time activity:doing
Talk about onesigns
When to use
Time signs Parts of day Plural pronouns Places: fs-BEACH,
Talk about one“out of theordinary” activity
SequenceLEAVE-FOR MUSIC,
• #FUN• NICE• ENJOY
Plural pronouns— MUSEUM, etc. Activities:
activities involving time signstell how many
Use FINISH to Use sign
“out of the ordinary” activity person did over the weekend LEAVE-FORsequence
activitiesbr
Transition ONE
SWIMMING, VISIT, SIGHTSEEING, LISTEN(music), etc
Comments: #FUN,NICE, ENJOY
signals something“out of ordinary”
Talk about one’s Tell what to do by (Student Tell what personwork generated
vocabulary)does for a living(job)
• job title• refer to its
location• describe
typical tasks
2.1, 4.1
3.1, 4.1
2.1, 3.1, 4.1
2.1, 3.1, 4.1
for a Living
(what one is willing to do and refuses to do)
INTRODUCTION xliii
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 6 — STORYTELLING, p. 529
LESSON 6:1“Timber”:Understandingthe Story
Lesson 6:2“Timber”:One-PersonRole Shift
UNIT 5 REVIEW Putting It All Together75–85 minutesp. 518
30 minutesp. 531
30 minutesp. 535
ACTFL: 1.2, 2.1, 2.2,
ACTFL: 1.2, 2.1, 2.2,
Invite person to Review grammar Request phrases: Invite person to: Respond todo something learned in this invitation to
do an activityunitReview number
together Sign simple
narrative• YES, FINE++• CAN’T, SORRYforms for
1–100
• WANT COME WITH
• WANTyou-JOIN-me
• WANTyou-HELP-me
• accompany youto do an activitytogether
• join you to do anactivity
• help you do anResponses: activity• YES, FINE++• CAN’T, SORRY
Retell the story WORK, WALK, Narrate the story Engage theaudience bymaintainingeye contact
One-person roleshift
Two-person roleshift
Locative classifiers (LCLs)
TREE, DOCTOR,HUNGRY,SANDWICH,COFFEE,“area”
Opener: METELL-TO-youSTORY
Retell the story One-person role WORK, WALK, Narrate the story Engage theaudience byshift
Eye gaze maintainingeye contactindicating
distances and sizes of trees
TREE, DOCTOR, HUNGRY, SANDWICH, COFFEE,“area”
Instrument Opener: MEclassifier (ICL) TELL-TO-you
STORY
4.1, 4.2
4.1, 4.2
LESSON 6:3“Timber”:
xliv SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 6 — STORYTELLING continued
ACTFL: 1.2, 2.1, 2.2,
ACTFL: 1.2, 2.1, 2.2,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
Two-PersonRole Shift20–35 minutesp. 539
LESSON 6:4“Timber”:Story Cohesion20–25 minutesp. 544
LESSON 6:5“The Gum Story”: Understanding
LESSON 6:6“The Gum Story”: Entrancesand Exits35 minutesp. 554
Retell the story Two-person WORK, WALK, Narrate the story Engage therole shift audience by
Spatial maintainingagreement eye contact
TREE, DOCTOR,HUNGRY,SANDWICH,COFFEE,“area”
Opener: METELL-TO-youSTORY
Retell the story Elements to tell WORK, WALK, Narrate the story Engage thea cohesive s story: audience by
maintainingeye contact
TREE, DOCTOR, HUNGRY, SANDWICH, COFFEE,“area”
Opener: METELL-TO-youSTORY
• transitions(raised brows)
• engaging theaudience
• use of signingspace
• sticking theending
Retell the story Descriptive GUM, MOTHER, Narrate the story Engage theaudience byclassifier (DCL)
Bodypart maintainingeye contactclassifier (BPCL)
Semanticclassifier (SCL)
Locativeclassifier (LCL)
STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”
Retell the story Weak hand as a GUM, MOTHER, Narrate the story Engage theaudience byreference point
Weak hand maintainingeye contactfunctioning
as a dominanthand
Semantic
STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”classifier (SCL)
Locativeclassifier (LCL)
4.1, 4.2
4.1, 4.2
2.1, 2.2, 3.1, 4.1, 4.2
2.1, 2.2, 3.1, 4.1, 4.2
the Story35 minutesp. 549
INTRODUCTION xlv
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 6:7“The Gum Story”:
LESSON 6:8“The Gum Story”: Story Cohesion30–35 minutesp. 566
LESSON 6:9“The Gallaudet and Clerc Story”: Understanding the Story30–40 minutesp. 570
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 2.1,
Retell the story One-person role GUM, MOTHER, Narrate the story Engage theshift: audience by
maintainingeye contact
STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”
• facial expressions to show attitude or reaction
• manipulating the sign or classifier to show manner of walk, or becoming unstuck
Retell the story Elements to tell GUM, MOTHER, Narrate the story Engage thea cohesive story: audience by
maintainingeye contact
STUCK, ENJOY, FINISH, BE-SWEETHEARTS, CAN’T, BOY, STILL+[THERE], YELL,BPCL”chewing”
• transitions(raised brows)
• pauses• engaging the
audience• use of signing
space
Retell the story Two-person role ONE+DAY, Narrate the story Engage theaudience byshift
Maintaining maintainingspatial eye contactagreement
Gesturing vs.signing
GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAY,NONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB
2.1, 2.2, 3.1, 4.1, 4.2
2.1, 2.2, 3.1, 4.1, 4.2
2.2, 3.1, 3.2, 4.1, 4.2
Two-person role shift
Character Development40–55 minutes p. 561
xlvi SIGNING NATURALLY
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
LESSON 6:10“The Gallaudetand Clerc Story”:Two-PersonRole Shift
LESSON 6:12“The Gallaudetand Clerc Story”:Story Cohesion
UNIT 6 — STORYTELLING continued
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 1.3,
25 minutesp. 576
LESSON 6:11“The Gallaudet and Clerc Story”: Maintaining Spatial Agreement 20 minutesp. 579
20 minutesp. 582
Retell the story Two-person role ONE+DAY, Narrate the story Engage theaudience byshift
Maintaining maintainingeye contactspatial
agreement
GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAY,NONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB
Retell the story Maintaining ONE+DAY, Narrate the story Engage thespatial audience byagreement maintaining
eye contact
GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAY,NONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB
Retell the story Elements to tell ONE+DAY, Narrate the story Engage theaudience bya cohesive story:
agreement maintainingeye contact• transitions
(raised brows)• engaging the
audience• use of signing
space
GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAYNONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
INTRODUCTION xlvii
LESSON 6:13BChildhood Stories:“If Only I Could
LESSON 6:14Childhood Stories:“A True Fish
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
ACTFL: 1.1, 1.2, 1.3,
ACTFL: 1.1, 1.2, 2.1,
ACTFL: 1.1, 1.2, 2.1,
ACTFL: 1.1, 1.2, 1.3,
LESSON 6:13A Childhood Stories: “Wrong Name!”40–55 minutesp. 586
Fly”40–55 minutesp. 594
Story”40–45 minutesp. 602
LESSON 6:15 Childhood Stories: “I Wanna Be
40–45 minutesp. 609
Narrate the story Narrative EXCITED, Narrate own Engage thestructure: audience by
maintainingeye contact
childhood story following narrative structure
• background• body• conclusionUp and down
role shift
(lh)LAUGH-quietly, CRY, BROKEN, WHATS-MATTER, ALL-ONE-WEEK, UNDERSTAND, MIRROR,WRONG, LONG-AGO, NOW, NEXT-DAY
Narrate the story Narrative READY !WRONG!, Narrate own Engage thestructure: audience by
maintainingeye contact
childhood story following narrative structure
• background• body• conclusionWord order:describe actioninvolving objectsor location
Word usage 1:LOOK-AT,LOOK-FORWATCH, SEE
!HEAR!, PRACTICE, HELP-me,WAIT++, HURT,BRING-TO,SMELL+GOOD,COOKIE,KITCHEN, EGG,PLATE, SORRY,DELICIOUS
Seeing signs:WATCH,
LOOK- AT, LOOK-FOR, SEE
Narrate the story Narrative GET-DRESSED, Narrate own Engage thestructure: TENT, FISH, audience by
EXCITED, maintainingHAPPY, MAD, eye contactALTOGETHER,
childhood story following narrative structure
HURRY,Negation signs:
CAN’T NOT,“wave-no,”NONE
• background• body• conclusion Roleshift• Story continuity
*modify verbWord usage 2:
NOT, CAN’T“wave-no”
Narrate the story Narrative BIRD+fs-POX, Narrate own Engage thestructure: audience by
maintainingeye contact
childhood story following narrative structure
ROOSTER,BED+ROOM,BATHE, BUT,#HAHA,FEW-DAYS-LATER,LATER-ON
Signs related to
• background• body• conclusionStrategies to getmeaning acrossWord usage 3:SPEAK++, CHAT,TELL-TO
talking:SAY, TELL-TO SPEAK/TALK, TELL-TO, CHAT
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
2.2, 3.1, 3.2, 4.1, 4.2
2.2, 3.1, 3.2, 4.1, 4.2
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
Different”
STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS
UNIT 6 — STORYTELLING continued
xlviii SIGNING NATURALLY
ACTFL: 1.1, 1.2, 1.3,
LESSON 6:16 Childhood Stories: “Ghost in My
10–15 minutesp. 609
Narrate the story Narrative GHOST, BED, Narrate own Engage theaudiencemaintainingeye contact
childhood story following narrative structure
• background• body• conclusionStrategies to getmeaning across Use transitions
Modify verbs Use strategies
to get themeaning across
Role shift anduse facial expressionsto show attitude and reactions
CURTAINS, CHECK,(1h)LAUGH-quietly, FRIENDLY, MEAN, SCARED, MESSED-UP SWELL,BED+ROOM, KITCHEN, LIVING-ROOM, EAT+ROOM, BACK+fs-YYARD, FRONT+DOOR, BATHROOM Use descriptive,
body, bodypart, semantic,and locative classifiers
2.1, 2.2, 3.1, 3.2, 4.1, 4.2
Room”