Fingerspelling Quiz, Intermediate-Mid, ASL

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

Fingerspelling Quiz

Description:

Students will have multiple opportunities to practice fingerspelling their receptive, fingerspelling comprehension skills. Within this lab students will have exposure to different speeds of fingerspelling and a variety of letter pairs.  

Proficiency Level:

Intermediate-Mid 

Keywords:

Fingerspelling, Classifiers, Quiz, Skills

NCSSFL-ACTFL Can-Do Statements:

  • I can take part in identifying a picture card based on the classifier clues
  • I can practice fingerspelling words correctly
  • I can understand words fingerspelled to me

NCSSFL-ACTFL World-Readiness Standards:

Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.

Idaho Content Standards for World Languages:

COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.

COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

COMM. 3.1 -  Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity.

2. Hand out 3 Warm-up cards to each student, and choose which type of card everyone starts on. (There are three types of cards: stripes, circles and hearts) Each type has three images on them that look similar. 

3. The lab instructor will then sign one of the images on the card, describing it with classifiers. 

4. Students will decide which picture their lab instructor described, cover their eyes, sign their answer (A, B, C or D), then open their eyes. 

5. The lab instructor will then sign the correct image again and tell everyone if they were right or wrong.

6. Continue this for the next type of card.

Main Activity

Part One: 

1. First, hand out whiteboards and a marker to each student. Have students number down 1 - 10 in two columns on the whiteboards. 

"Go ahead and number your whites boards from 1-10"

3. Using the Fingerspelling Cards, in no particular order, the lab instructor will fingerspell 10 words. Sign each word two times (once at normal speed and once faster than normal)

4. Students will write each word on their whiteboard. 

5. After the first round of fingerspelling, go over the words with your students. Make sure they know the word so they can see where they were incorrect or not. 

6. Once all 10 words are signed, go over the words with the students and discuss which were difficult and why.

7. Repeat this process again with the next 10 words. Only fingerspell each word a maximum of two times. 

Part Two: 

1. Have students get into groups of two. 

2. Pass out 2-3 Fingerspelling Cards to each student. 

3. Students will practice fingerspelling the words on their cards with a partner. 

4. After both students have completed their set of cards, they will exchange their cards with another student. 

Wrap-up

Ask the following questions to finish the lab: 

1. What are some benefits of using fingerspelling?

2. What words were difficult for you to understand? Why? 

End of lab:

  • Read the Can-Do statements to check in ... "Where are we at?" 
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can take part in identifying a picture card based on the classifier clues
  • I can practice fingerspelling words correctly
  • I can understand words fingerspelled to me


Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
download imagedownload image

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...


Return to top