1

Mock Lesson Plan

Application Activity #4c
Linda Bond
1. Submit your proposed ASL lesson for the level at which you plan to teach. Include a statement about how
you might adapt the lesson up or down for a different setting, (i.e. elementary and secondary, or secondary
and post-secondary).
This lesson, because of its complexity, is aimed at college students who have taken more than three
levels of ASL. I believe most of the presentation may be too difficult for beginning (ASL I, II, or III) students
to grasp. They would not have the substantial vocabulary nor have the exceptional receptive skills necessary to
understand the lesson. It could, however, be adapted for ASL I, II and III students if I, as a hearing teacher,
used my voice (or a Deaf teacher used a voice interpreter) instead of signing (in ASL) the lesson.
Additionally, a shortened lesson (less information) could be used with children (i.e., not college
students). I would include more (shortened) activities and more (shortened) stories to keep their interest. I
already use a lot of pictures in the PowerPoint presentation, however, I would use even more pictures that are
geared toward the age I would be teaching.
2. Analyze and support your choice for structures selected for the lesson based on age related learner
capabilities, research, curricula, and SLA theories of acquisition theories.
This lesson is not a part of an ASL curriculum per se, but it is designed to help advanced ASL students
recognize the impact of English signed systems on ASL use. There are three theories about the way language
develops. Although theorists (behaviorists, innatists, and interactional/developmentalists) do not agree on the
way language develops, they do recognize that children go through a developmental sequence (distinct stages)
as they acquire their first language beginning with infancy. In a few short years children become quite adept at
using their L1. Young children do not, of course, understand what morphemes and suffixes are, but they learn
to use them, nonetheless.
A major change happens when children learn to read. Reading gives them metalinguistic awareness.
They begin to understand that language has both meaning and form (e.g., boat, boats, boated, and
boating). English classes, through primary and secondary school, reinforce students understanding of
linguistics including morphemes. As a result, by the time students arrive in my (college) ASL IV class, the
linguistic portion of my lesson should be a simple review, not new information. However, they are reviewing it
via their second language and learning to use it in a new form.
Metalinguistic awareness of their first language (English) helps L2 learners understand and acquire
their second language (ASL) through a transfer of knowledge. Through this lesson (learning English via ASL)

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students go full circle back to using their first language (English) by means of their second language (ASL).
Indeed, the whole process is quite complex. (See #3)
3. Submit your lesson with rationale for development of the lesson as it applies to L1/L2 acquisition of ASL for
the specific level(s) chosen.
In this lesson, students must recognize (and understand the concept of) English morphemes. They will
learn signs for various affixes, signs for to be verbs, as well as initialized signs for family groups that are
signed similarly (such as g for group, f for family, c for class, and t for team). Because
English is (usually) my students first language, this should come fairly easily for them (as long as they
understand what is being taught in ASL). However, allowances should be made for students interlanguage as
they learn new English signs and usage.
Depending on their familiarity with English signs (how much they have been exposed to them in the
Deaf community), they may progress quickly through the developmental sequence stages. Students may,
however, need time in their new Silent Period before they can move into the use of Formulaic Speech. They
eventually need to remember to sign each and every word in such sentences as It is nice to meet you (6 signs)
instead of Nice I-meet-you (two signs). This lesson is designed to last at least 3 hours (over the course of a
week) which gives students time to practice and time to get comfortable applying structural and semantic
simplifications as they progress toward the homework assignment: signing a story using ASL, and signing it,
again, using English signs with correct affixes. (Both times using appropriate facial grammar).
The homework activity should help them on three levels: 1) students should notice the syntactical and
grammatical difference between the two languages, 2) students should learn, and, therefore, be comfortable
with some English signs which they may recognize in their encounters with the Deaf community, and 3)
students who plan to become interpreters (a large proportion of students who are in ASL IV plan to be
interpreters) have the added benefit of being (almost) multilingual. They know/are familiar with 1) English
(spoken and written), 2) ASL, and 3) signed English. This knowledge translates into increased opportunities.
Knowing English signs systems may help them get a job (probably in the school system) over interpreters who
have never been exposed to English signs.
Additionally, students are taught about the history of the English systems. By ASL IV, students should
have learned about the history of ASL. I am of the opinion that that history lesson should include the history of
English sign systems because so many deaf kids grow up using many English signs. Because 95% of deaf
babies are born to hearing families, it is common that their first language is English on-the-hands, or in the
case of Oralists, English on-the-lips. Many deaf children are raised using English signs. Its valuable to know
and understand the reasons.

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The lesson wraps up with a critically important discussion (via ASL) about the use of these English
signs and about the Deaf communitys take on English signs and English sign systems. Often without realizing
it, d/Deaf people use lots of English signs that are now accepted as ASL signs. As a matter of fact, a great
number of people, Deaf and hearing, use English signs, but would adamantly swear that they do not. Because
I know the background of the English signs and of the English sign systems, and because I have been around
long enough to witness the evolution, I recognize many signs that were once considered English that are now
accepted as ASL. Through this lesson, my students will also be able to recognize and use some evolved
signs. The discussion includes making students aware of the fact that many members of the ASL community
have a deep disdain for English signs and English sign systems (although most are unaware of the fact that there
is more than one sign system most know them all as SEE).
Deaf people, by right, are very proud of their language. Many are uninterested in the fact that some
English signs have morphed into ASL over time, but ASL is a living (and, therefore, changing) language. My
goal is not to make a big deal of this history. Indeed, it is not the Deaf community I am trying to educate, it is
my hearing students whom I want to protect and to teach. I dont want them to be embarrassed (caught off
guard) when they see unfamiliar (English) signs. My goal is to help them be able to communicate with d/Deaf
people who use pure ASL, pure English and everything in between.

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Assignment 2: Application Activity #4a
Date: November 2015

Topic: English sign systems

Teacher: Linda Bond

Objective: To inform the audience about the history of English sign systems, to teach the basics of
Signing Exact English (SEE2) including a comparison to ASL, and to discuss English
sign use in the Deaf community.
Audience: ASL educators, interpreting students, students taking ASL IV (and above)
Length of time required for lesson: 2-3 hours
Plan Learning Experience:
Power Point Presentation
Slides 1 & 2: Attention Getter
Slides 3 & 4: Do you know ASL history?
Slides 5-8: Birth of the English sign systems
Slides 9 & 10: Reason SEE was created
Slides 11-13: When/why SEE started
Slide 14: SEE was born!
Slide 15: The goal in created SEE
Slide 16: How to create SEE
Slide 17: Morphemes in the dictionary
Slide 18: SEE-user video
Slide 19: David Anthony quote
Slide 20: Grammar comparison
Slide 21: Introduction to SEE2
Slide 22: Short story using SEE2
Slide 23: SEE2 Goal
Slide 24: SEE2-out-of-3 rule
Slide 25: SEE2 examples: 2-out-of-3 rule
Slide 26: SEE2 Contractions
Slide 27: Affixes and Prefixes
Slide 28: SEE2 Family groups
Slide 29: Practice sentences handout
Slide 30-32: ASL principles within SEE2
Slide 33: Pair work: create sentences
Slide 34: SEE2 story retold
Slide 35: Linguistics of Visual English
Slide 36: English signs in the Deaf community
Homework Assignment (due in one week):
1.)
2.)
3.)
4.)
5.)

6.)

Videotape story in both SEE2 and ASL (4-5 sentences).

Write story in both English and ASL gloss.
Fingerspell the title of the story.
Incorporate at least two numbers.
Include at least four of the following sentences using at
least three affixes and two contraction: Declaratives,
Imperatives, Interrogatives (Y/N questions, wh-word
questions, and rhetorical questions), Conditionals,
Exclamatory sentences
Submit to GoReact-attach written English & ASL gloss.

ASL: I II III IV V VI VII

Standards: Incorporation of all 5 standards
Communication, Culture,
Connections, Comparison and
Communities
Blooms Taxonomy of Thinking Process
Address all six thinking processes
1. Construct (create) SEE 2 sentences
2. Evaluate SEE2 as it relates to people
in the Deaf community
3. Determine English morphemes using
SEE 2; examine (analyze) SEE 2
4. Learn to recognize/use (apply) some
SEE 2 signs
5. Comprehend/compare: American
Sign Language with English sign
systems
6. Recall ASL signs
Vocabulary List: SEE 2 morphemes, families
Materials:
PowerPoint presentation
video (authentic materials)
Handout - English sentences for SEE
translation
Handout: Rubrics/Feedback charts
Handout: Muddy Points
Teaching method: Contextualized teaching
and language learning/Grammar-translation
Self/Lesson-Analyzation upon lesson
completion

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Homework Assignment (due in one week):
1.) Videotape yourself signing a short story (4-5 sentences) in both SEE2 and ASL. Stories
may be personal experiences, fabricated experiences, childrens stories, etc.
2.) Write story in both English and ASL gloss (include a word count and sign count).
3.) Fingerspell the title of the story.
4.) Incorporate at least two numbers into the story.
5.) Use at least three affixes and two contractions.
6.) Include at least four of the following sentences:
Declaratives
Imperatives
Interrogatives (yes/no questions, wh-word questions, rhetorical questions)
Conditionals
Exclamatory sentences
7.) Submit to GoReact by a week from today and attach the written story (English and ASL
gloss).
**See ASL Rubric and feedback chart, and Signing Exact English Rubric and feedback chart
below.

Topic: History of English sign systems/Basics of SEE2 (Seeing Exact English)

Objective: To inform the audience about the history of English sign systems, to teach the basics
of Signing Exact English (SEE2) including a comparison to ASL, and to discuss
English sign use in the Deaf community.
Reason for choosing this topic:
95% of deaf babies are born to hearing families. Most of them grew up learning some form
of English, as a result. English sign system signs are being used by Deaf and hearing alike.
Most people are ignorant of the English sign systems. Teachers, potential interpreters, or
ASL students who are beginning to interact (or who are currently interacting) with the Deaf
community need to be aware of the English sign systems, be familiar with some of the more
commonly-used signs, and be cognizant of the Deaf communitys attitude about them.
As teachers, we need to be knowledgeable about things pertaining to the Deaf community.
Students *will* ask us about English sign system signs that they see out in the real world, so
we need to have knowledge about the systems. I'd like to share what I have learned and
hopefully motivate my fellow teachers to learn more about the systems.

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Audience:
ASL educators
Interpreting students
Students in ASL IV and above
Please note: This lesson can be taught using voice (or an interpreter) to ASL (any
level) students (college or high school) including beginning ASL students. However
for the purposes of this assignment (TASL 501), the entire lesson will be conducted
in ASL, so a firm grasp of the language is necessary to comprehend the lesson and the
comparisons between ASL and the English sign systems that will be made therein.
Suggested audience, therefore, is ASL IV and above.
Length of time required to teach the lesson: 2-3 hours
Teaching Method: Contextualized teaching and language learning (Bringing features from
outside world into the classroom)
Contextualized language learning must be:
Interesting to the student
Motivating
Elicit emotional responses
Elicit opinions
Most important.must relate to their lives.
Additionally, I will use the Grammar-Translation method as students approach translating
written English into the Signing Exact English sign system.
Standards used:
1.
2.
3.
4.
5.

Communication (1.1 interpersonal communication)

Culture (2.1 practices and perspectives)
Connections (3.2 acquire information and authentic materials)
Comparison (4.1 comparing languages)
Communities (5.1 use outside of school)

Authentic Materials (Connections)

Andy Nielsen, father of a Deaf son who grew up using the oral method until the age of six,
was personally taught by the Father of Seeing Essential English (SEE), David Anthony.
Andy and his wife used SEE with their son, Joel, until he became an adult and learned ASL.
I show a video of Andy signing two sentences using SEE.
As another person who learned SEE from David Anthony, I, too, am considered authentic
material.

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Goals/Objectives using Blooms Taxonomy of Thinking Process:
By lessons end, students will:
1. Construct (create) sentences using SEE 2 signs
2. Evaluate SEE 2 as it relates to people in the Deaf community
3. Determine English morphemes using SEE 2; examine (analyze) SEE 2
4. Learn to recognize/use (apply) some SEE 2 signs
5. Comprehend/compare: American Sign Language with English signs systems
6. Recall ASL signs
Vocabulary List: SEE 2 morphemes, families
Materials:
Power Point presentation
video (authentic materials)
Handout - English sentences for SEE translation
Handout Rubric
Lesson Plan (Slides begin after page 16)
1. Slides 1 & 2: Attention Getter - Whats the best way to teach deaf children?
Although that question is related to my subject, I wont teach about that
specifically.
The question is meant to pique peoples interest because everyone has an
opinion, and segue into my lesson.
2. Slides 3 & 4: Do you know the history of ASL?
As ASL students, educators, and as prospective interpreters its important
to know the background, and can speak intelligently about the language
you are learning and using.
3. Slides 5-8: Birth of the English sign systems/Father of the first English sign sytems
95% of deaf babies are born to hearing families. Most of them grew up
learning some form of English, as a result. English sign system signs are
being used by Deaf and hearing alike.
As a young 22 year old, I met David Anthony, the creator of Seeing
Essential English, and the rest of the SEE-users. I struggled to learn the
complex signing system, but persisted because I saw positive test scores
associated with its use (Lab school children were far ahead of the
Colorado School for the Deaf and Blind students in reading, grammar,
overall language scores, and even in the sciences and the maths). I
interpreted using that system for 3 years before turning my attention fully
to ASL in the Interpreter Training Program at Front Range Community
College in Denver.
During this PowerPoint presentation, I am showing a picture of me with
David Anthony because I want people to see him as a real person, not

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just a name connected with Seeing Essential English. David is credited
with creating the first English sign systems. History is full of names. I
am now bringing one of those names to life for you.
4. Slides 9 & 10: Why was Seeing Essential English (SEE) created?
Students wanted to know if I was the same as me, and if see is
the same thing as sees, seeing, or seen, etc.
David Anthony noted the frustration of his deaf students who
attempted to read and understand English.
5. Slides 11-13:

When and how did SEE get its beginnings?

In 1962, prior to the recognition that ASL was a language, David was
teaching the English to be verbs to his deaf students. One student
noted that the sign for am, is, be, was, and are were the
same (true). One boy suggested using the first letter of each to
differentiate between them. Are, of course, had to be modified
because a was already being used by am.
David taught glass to his deaf students. He noted that window
glass, a drinking glass and glasses all had different signs. The next
day, a deaf boy said he had created a sign that could be used for all
three by combining three signs into one.

6. Slide 14: SEE was born!

David began to ponder these things and had a strong desire to help his
frustrated students know English. As a result, SEE was born.
7. Slide 15: The goal in created SEE was to make English accessible to the deaf child.
8. Slide 16: David wanted to create an English sign system, but how?
9. Slide 17: Morphemes in the dictionary
David turned to the dictionary to help him on his quest to help deaf
students understand and properly use English. He realized that the English
language is broken down into morphemes. The dictionary guided Mr.
Anthonys efforts to create an English sign system so that children could
see English on the hands.
People have criticized signs like but+ter+fly since SEEs inception
(however they have mistakenly used butter+fly). The division of
words into morphemes is not arbitrary or crazy; Anthonys choices were
guided by Merriam-Websters divisions.
People I have encountered are highly critical, and understandably so, but
they dont understand because they havent been educated about the
system.
Many people use several SEE signs such as the to be verbs (ex. are and
is). Now you know the origin and the development of such signs.

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10. Slide 18: Authentic materials: Video of Andy Nielsen demonstrating SEE
11. Slide 19: David Anthony quote: It is presumed that when using SEE, a deaf child can
see the English language as a hearing child can hear the English language.
12. Slide 20: Grammar comparison: ASL, SEE, SEE2
13. Slide 21: Introduction to SEE2
14. Slide 22: Short story using SEE2 then in ASL
Sign the story while being very expressive (lots of facial expressions).
English sign system can be signed expressively when telling a story. The
English language is capable of painting beautiful pictures. All too often,
ASL-users mock English sign systems because they believe they are
incapable of making a story interesting compared to ASL. ASL, by its very
nature, creates a wonderful visual picture, but stories can be greatly
enhanced with the use of facial expressions even when using an English
sign system.
Secondary goal: The audience will see that an English sign system can,
indeed, be signed expressively. Interpreters and storytellers should be
expressive when using SEE 2. There is no reason not be and there is every
reason to be expressive! Make the story fun for the children. Dont just
show them the words, show them the action and the characters emotions,
attitudes, postures and heights.
15. Slide 23: SEE2 Goal
16. Slide 24: SEE2 two-out-of-three rule: If 2 of 3 are the same, it is signed the same way.
Does it sound the same?
Is it spelled the same?
Does it mean the same thing?
17. Slide 25: Examples of SEE2 Two-out-of-three rule
18. Slide 26: Contractions
19. Slide 27: Affixes and Prefixes
20. Slide 28: SEE2 Family groups
21. Slide 29: Practice sentences handout
22. Slide 30-32: ASL principles within SEE2
23. Slide 33: Pair work: create sentences

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24. Slide 34: SEE2 story retold
Student comprehension should have dramatically increased.
25. Slide 35: L.O.V.E. Linguistics of Visual English
Although I have researched the topic, not much is written about Linguistics of
Visual English (L.O.V.E.). I did, however, desire to inform my audience of its
existence.
26. Slide 36: Discussion: Use of English signs system in the Deaf community
How do English sign systems fit into the Deaf Community? That is the 64
thousand dollar question that must be answered during this lesson. We
are, after all, teaching ASL, not English. I plan to give ample Q&A time
during the discussion.
95% of deaf babies are born to hearing families. Most of them grew up
learning some form of English, as a result. English sign system signs are
being used by Deaf and hearing alike. Most people are ignorant of the
English sign systems.
Teachers, potential interpreters, or ASL students who are beginning to
interact (or who are currently interacting) with the Deaf community need to
be aware of the English sign systems, be familiar with some of the more
commonly-used signs, and be cognizant of the Deaf communitys attitude
about them.
As teachers, we need to be knowledgeable about things pertaining to the
Deaf community. Students *will* ask us about English sign system signs
that they see out in the real world, so we need to have knowledge about the
systems. I'd like to share what I have learned and hopefully motivate my
fellow teachers to learn more about the systems.
Signing Exact English (SEE 2) is an offshoot of Seeing Essential English
(SEE). It was easier to learn than SEE and caught on like wild-fire. It
spread across the country and was soon used in schools across the nation.
As stated from the beginning of my presentation, audience members
(whether they are my cohort-mates, interpreter training students, or ASL
students) need to learn/teach the history of English sign systems and to
recognize some SEE and SEE 2 signs because their students will, no doubt,
encounter such signs when interacting with Deaf Community members.
When I taught ASL, I arranged for places and times for my students to
interact with Deaf students in the Arizona State University community as
well as the Deaf community at large. Occasionally students returned to the
fold proclaiming that their Deaf friends had told them I was a lousy
teacher because I taught them signs compound signs such as Eat+Noon
instead of the English sign systems Lunch. I was taken off guard the
first time it happened because the student rudely used an in-your-face
confrontational approach, but I took advantage of the opportunity to
explain that 95% of deaf kids are born to hearing parents and that most
have been mainstreamed and have grown up using an English sign system.

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These Deaf kids are now adults and identify themselves with the Deaf
community and often believe (and insist) that they use pure ASL. In
reality many (most?) of them use signs influenced by SEE and SEE 2.
Although we are teaching ASL, I want to spare my fellow cohort-mates
from suffering a similar negative experience by encouraging them to show
their students signs they will likely encounter when attending Deaf
community events. I dont know if my audience will be inspired to teach
some SEE signs to their students, but at least they are now aware of them.

27. Slide 37-43: Lesson Plan/objectives (this is not for students eyes)
28. Slide 45: Empower with knowledge (this is for audience members who are teachers)
My ambition is to give a visually-pleasing presentation using the
Contextualized Language Learning Teaching Method that my audience will
find interesting and will elicit opinions and emotional responses
inspiring/motivating instructors to teach their students about the English sign
systems. Most importantly, this lesson relates to their lives because their
students need not be caught off-guard when they see SEE and SEE 2 signs
used in their interactions with Deaf people. We are leaders (teachers) and
we need to empower others (our students) with that knowledge.
What are the goals?
Using the Contextualized Language Learning Teaching Method:
o The audience will find the lesson interesting.
o The lesson will elicit opinions.
o The lesson will induce an emotional response.
o The lesson will inspire and motivate.
o Most importantly, the information taught will be relative to their lives.

Use authentic materials if possible

Use as many of the ACTFLs Standards (5 Cs) as possible

1. Communication
2. Culture
3. Connection
4. Comparison
5. Community

Use Blooms Taxonomy of Thinking Process

Creating (top of pyramid)

Evaluating
Analyzing
Applying
Understanding
Remembering (bottom of pyramid)

Self/Lesson-Analyzation: Is it necessary to improve the lesson? If so, what needs to be done?

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Were the goals met?
If not, why not?
How can I improve the lesson for next time?
Did the lesson go smoothly?
Was the content of the lesson explained clearly?
Did the students understand it? (Evident by questions, discussions and test scores)
Was I flexible? (Did I meet the students needs as they appeared?)
Were the students engaged in the activity/activities?
If not, how can I get them better engaged the next time I teach this lesson?
Did I use my time efficiently? Given the amount of time to teach the material, did I
spend an appropriate amount of time on each item?
Did I address (teach to) different learning styles? (Use lecture, PowerPoint presentation,
visuals, videos and youtube clips, variously-aged native (authentic) speakers
(presenters), movies about Deafness, engage student involvement via discussion, various
classroom activities and homework assignments that include Deaf Community
interaction, reading books about Deaf culture, etc.)
Were my visuals and the PowerPoint presentation clear and appropriate?

Daily: Students are asked to assess the lesson by anonymously writing an answer to the
question: What was the muddiest point?
I, or my C.A. will collect them as the students leave the classroom. I will then respond
to the feedback, clarifying muddy areas during the review in the course of the following
class period.
Anonymous survey distributed twice per semester. Questions include:
1. What do you like about:
The class?
The teacher?
The classroom assistants (C.A.s)?
The course structure?
The tests?
The grading system?
2. What dont you like (what do you wish were different) about:
The class?
The teacher?
The classroom assistants (C.A.s)?

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The course structure?

The tests?
The grading system?

3. How can the teacher and the classroom assistants (C.A.s) better meet your needs?
4. What questions do you wish were answered?

5. Additional comments:

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ASL Rubric
Outstanding
Excellent
Good
5 points
4 points
3 points
1) Conceptual Accuracy
All signs were
Almost all signs were
Most signs were
conceptually accurate
conceptually accurate conceptually accurate minor inaccuracies
several inaccuracies
2) Parameters of Sign
Almost all signs were
Most signs were
All signs were
accurately executed a
accurately executed
accurately executed
few minor inaccuracies
several inaccuracies
3) Fingerspelling/Numbers
-clear execution
Almost all
Most fingerspelling/
-appropriate use
fingerspelling/ numbers numbers were accurate -accurate speed
were accurate - minor
several execution
-no misspellings
execution inaccuracies
inaccuracies
-no split words
-paused between words
-appropriate hand
position
4) Non-Manual Markers (Facial Grammar) including mouthing
All:
Almost all:
Most:
-used appropriately
-used appropriately
-used appropriately
-executed accurately
-executed accurately
-executed accurately
-none omitted
-very few omitted
-several omitted
5) ASL Grammar
All correct:
Almost all correct:
Mostly correct:
-Word order
-Word order
-Word order
-Pluralization
-Pluralization
-Pluralization
-Eye gaze
-Eye gaze
-Eye gaze
-Duration
-Duration
-Duration
-Temporal aspects
-Temporal aspects
-Temporal aspects
-Time indicators
-Time indicators
-Time indicators
-Declaratives
-Declaratives
-Declaratives
-Imperatives
-Imperatives
-Imperatives
-Interrogatives
-Interrogatives
-Interrogatives
-Conditionals
-Conditionals
-Conditionals
-Exclamatory sentences -Exclamatory sentences -Exclamatory sentences

Needs Improvement
2 points

Unsatisfactory
1 point

Poor
0 points

Some signs were

conceptually accurate majority were inaccurate

Most signs were

conceptually inaccurate

No signs were
conceptually accurate

Some signs were

accurately executed
majority were inaccurate

Most signs were

inaccurately executed

No signs were
accurately executed

Some fingerspelling/
numbers were
accurately executed numerous execution
inaccuracies

Most fingerspelled
words/numbers were
executed inaccurately

No fingerspelled
words/numbers were
executed accurately

Some:
-used appropriately
-executed accurately
-many omitted

Very few:
-used appropriately
-accurately executed
-almost all omitted

NMMs were nonexistent

Some correct:
-Word order
-Pluralization
-Eye gaze
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

Very few correct:

-Word order
-Pluralization
-Eye gaze
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

None correct

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ASL Feedback Sheet

Score: ______/ 25

Date___________________________

Students name ___________________________

1.) Conceptually Accurate Signs _____ / 5

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
2.) Sign Parameters _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
3.) Fingerspelling/Numbers _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
4.) Non-Manual Markers including mouthing_____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
5.) ASL Grammar _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

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Signing Exact English Rubric
Outstanding
5 points
1) Two-out-of-Three Rule
All signs correctly used
the 2-out-of-3 rule

Excellent
4 points

Good
3 points

Needs Improvement
2 points

Unsatisfactory
1 point

Poor
0 points

Almost all signs used the 2-outof-3 rule - minor inaccuracies

Most signs used the 2-out-of3 rule - several inaccuracies

Some signs used the 2-out-of3 rule - majority were

inaccurate

Most signs failed to use

the 2-out-of-3 rule

No signs used
the 2-out-of-3
rule

Many affixes & contractions

were accurately executed
several inaccuracies and
omissions

Some affixes & contractions

were accurately executed
majority were inaccurate or
omitted

Most affixes &

contractions were
inaccurately executed or
omitted

None accurate

Many fingerspelling/
numbers were executed
correctly - several execution
inaccuracies

Some fingerspelling/ numbers

were executed correctly numerous execution
inaccuracies

Most fingerspelled
words/numbers were
executed inaccurately

None accurate

Some:
-used appropriately
-accurately executed
-many omitted

Very few:
-used appropriately
-accurately executed
-almost all omitted

NMMs were
nonexistent

Some correct:
-Word order
-Pluralization
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

Very few correct:

-Word order
-Pluralization
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

None correct

2) Affixes (Prefixes/Suffixes) and Contractions

All affixes & contractions
were accurately executed
and non were omitted

Almost all affixes &

contractions were accurately
executed a few minor
inaccuracies and/or a few
omissions

All omitted

3) Fingerspelling/Numbers
-clear execution
-appropriate use
-accurate speed
-no misspellings
-no split words
-paused between words
-appropriate hand
position

Almost all fingerspelling/

numbers were executed
correctly - minor execution
inaccuracies

4) Non-Manual Markers (Facial Grammar) including English mouthing

All:
-used appropriately
-accurately executed
-none omitted

Almost all:
-used appropriately
-accurately executed
-very few omitted

Most:
-used appropriately
-accurately executed
-several omitted

5) English Grammar using signs that follow ASL Principles

All correct:
-Word order
-Pluralization
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

Almost all correct:

-Word order
-Pluralization
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

Most correct:
-Word order
-Pluralization
-Duration
-Temporal aspects
-Time indicators
-Declaratives
-Imperatives
-Interrogatives
-Conditionals
-Exclamatory sentences

17
Signing Exact English Feedback Sheet
Score: ______/ 25

Date___________________________

Students name ___________________________

1.) Two-out-of-Three Rule _____ / 5

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
2.) Affixes (Prefixes/Suffixes) and Contractions _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
3.) Fingerspelling/Numbers _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
4.) Non-Manual Markers including English mouthing_____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
5.) English Grammar using signs that follow ASL principles _____ / 5
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________