According to the MacArthur-Bates CDI Words and Sentences Assessment,
these are the foods and drinks that your child should know and, more importantly, say or sign.
Here are printable vocabulary cards you can use with your child.
Below are words your child should know about food and drink, A to D, with the word’s corresponding ASL sign.
*These words were selected from the MacArthur-Bates CDI Words and Sentences assessment.
Lanie is a year old, whose parents just found out she is deaf. They have just chosen ASL as her modality…
Lanie is sitting in her high chair with mom, Linda, who is feeding her. Linda is doing her best to push in as much language every day as she possibly can, but she’s learning ASL along with Lanie and has become very confused and frustrated with the difference in ASL’s grammatical structure. Linda wonders, How will we learn this language at the same rate Lanie is? Have we made the right choice?
Linda has been carrying a world of guilt on her shoulders. Asking herself constantly, How did I not know that my child was deaf? How did I miss this?
Stephanie is 8 years old. She was identified at 1 ½ years old with a moderate hearing loss. She was diagnosed at 5 years old with autism. Her parents, Dan and Shelly, work full time and they just welcomed a newborn to their family. Stephanie attends school at the public school down the street from her house.
Dan is out of town on business, and Shelly is scrambling to get Stephanie out the door on time. Her bus arrives at 7:30 and Stephanie is just now getting dressed. Shelly tries to get Stephanie to move more quickly, but Shelly is also holding a crying newborn. Juggling two children has proved more difficult than Shelly imagined. In the hustle and bustle of the morning, she forgets to put new batteries in Stephanie’s hearing aids.
Lately, with things being more hectic around their home, Stephanie’s progress has waned and Dan and Shelly are concerned. Stephanie is not reading on grade level and the other children in her class are making age-appropriate academic gains. They are on the waiting list at the Marcus Autism Center’s Language and Learning Clinic, where Stephanie will receive services to help her improve her communication and social skills.
Below is a list of sign language interpreter services in Georgia.
Communication Access Network, Inc.
Provides comprehensive communications services through a network of interpreters and independent consultants.
Georgia Interpreting Services Network
Contact: Marilyn Teague (Senior Assignment Coordinator), firstname.lastname@example.org
Non-profit organization providing certified sign language interpreting 24/7/365 for all of Georgia since 1987.
Georgia Registry of Interpreters for the Deaf, Inc.
The Interpreting Connection, Inc.
1706 Tree Corners Parkway
Norcross, GA 30092-3129
Contact: Debbie Lesser (founder), email@example.com
Don Clark and Associates, Inc.
4651 Woodstock Road, Suite 208
Roswell, GA 30075
Sign language interpreting services. “Where words have meaning.”
Medley Interpreters, LLC
quality . communication . connections
National Alliance of Black Interpreters, Inc.
Sign Language Interpreting Specialists, Inc.
130C John Morrow Parkway
Gainesville, GA 30501-3569
770-531-0700 (voice), 770-287-9479 (TTY)}
Contact: Ruth Dubin, firstname.lastname@example.org
Sign language interpreting services available 24 hours a day, 365 days a year for all settings (e.g. medical, legal, educational).
Deaf teachers use visual strategies for incorporating fingerspelling into classroom instruction. Studies on these visual strategies show that they are a natural part of classroom interaction and are used to promote greater understanding and retention of academic material.
Three such instructional strategies for using fingerspelling are as follows:
(1) Chaining, (2) Sandwiching, and (3) Lexicalized Fingerspelling.
Chaining is used for introducing new concepts or new vocabulary terms. Chaining creates associations by connecting signs, fingerspelling, and the printed/written word in a sequence, with one format reinforcing the previous one. Through chaining, the teacher provides multiple ways for the students to learn the word and concept. In addition, teachers may use objects, pictures, or multimedia to reinforce the concepts. For example, when teaching the word, tornado, a teacher might choose one of the following sequences:
1) Point to the word tornado written on the board;
2) fingerspell T-O-R-N-A-D-O; and
3) sign TORNADO.
1) Fingerspell T-O-R-N-A-D-O;
2) sign TORNADO; and
3) write tornado on the board.
The sandwiching technique alternates between fingerspelling and signing. This method also reinforces the equivalency of ASL and English.
1) Fingerspell T-O-R-N-A-D-O;
2) sign TORNADO; and
3) fingerspell T-O-R-N-A-D-O again.
1) Sign TORNADO;
2) fingerspell T-O-R-N-A-D-O; and
3) sign TORNADO again.
New signs are created through a process where fingerspelled words are altered or lexicalized to become more sign-like. Commonly referred to as loan signs, these signs sometimes omit letters (#JOB) while others blend the handshapes seamlessly (#BUS). Through this process, a loan sign is formed. Lexicalized fingerspelled signs include nouns, verbs, adjectives, conjunctions, interjections and wh-words. Lexicalized fingerspelling transforms the fingerspelled word into a sign-like visual image. Deaf teachers often use this technique; first, they produce a neutral version of a fingerspelled word, and then follow that with a lexicalized version. This process supports visual memory and facilitates retention.
Common Fingerspelled Loan Signs
#BANK #BACK #OFF #ON #IF
#SALE #EARLY #BUT #BUS #CAR
#WHAT #DO #SO #OK #JOB
#YES #NO #DOG #TOY #FIX
What does lexicalized fingerspelling look like?
Visual Language and Visual Learning Science of Learning Center. (2010, July). The Importance of Fingerspelling for Reading. (Research Brief No. 1). Washington, DC: Sharon Baker.
Franklin is just arriving home after a long 7 hour school day. He is hot and sweaty after his 45 minute bus commute from school to his house. He has homework to do – read a book and draw a picture of his favorite scene in the book. He can’t read yet, so he has to wait until his parents are able to read to him and help him with his homework.
Sara spends hours on the bus with Harry every week, to and from services, work, and daycare. Here is a language lesson that any parent like Sara could use to incorporate language into their daily bus ride.
HOW TO: Add language to a bus or train ride
101 Tier 2 Words:
1. Abundance- more than enough of something
2. Admire- to like the way something looks
3. Advice- what you think someone should do
4. Annoy- to bother
5. Appear-to show up
6. Arrange- to put something in order
7. Arrive- to get somewhere
8. Assist- to help
9. Astonished- very surprised
10. Attentive- pay attention
11. Available- ready to be used
12. Avoid- stay away from
13. Brief- a short time
14. Cautious- careful
15. Collect- to get things together; to pick up things that belong together
16. Combine- to mix or put together
17. Comfort- to make feel better
18. Comfortable- to feel good
19. Communicate- to let someone know what you think or feel
20. Compare- to see how things are alike and different
21. Complete- finish
22. Concentrate- to think about something really hard
23. Concerned- worried
24. Confused- when you don’t understand
25. Contain- to have or hold something inside
26. Corner- the point where 2 sides come together
27. Correct- right
28. Create- to make
29. Curious- want to know
30. Dangerous- not safe
31. Delighted- happy
32. Demonstrate- to show how to do something
33. Describe- to tell about something
34. Destroy- to tear up; to ruin
35. Determined- to keep working at something until you get what you want; to not give up
36. Difficult -hard to do
37. Disappear- to go away
38. Disappointed- upset because things did not work out the way you wanted them to
39. Discover- to find out about something
40. Dispose- to throw away; get rid of
41. Eager- really ready for something to happen
42. Edible- you can eat it
43. Enormous- really big
44. Entire- the whole thing; all of something
45. Envy- want what somebody else has
46. Equal- the same as
47. Event- something that happens
48. Except- all but
49. Excited- really happy about something; having a lot of energy
50. Expect- to think something will happen
51. Expensive- cost a lot of money
52. Extraordinary- really special; very different and wonderful
53. Familiar- you’ve seen it before or you already know it
54. Famous- known by a lot of people
55. Fancy- really special
56. Favorite- the one you like best
57. Fewer- not as many
58. Fragile- breaks or gets hurt easily; not strong
59. Frustrated- feeling upset when you keep trying to do something but it doesn’t work
60. Identical – the same in every way; exactly the same
61. Ignore- not pay attention to
62. Imitate- do the same thing somebody else does
63. Immense- really big; huge
64. Impossible- can’t be done
65. Introduce- to show for the first time; to meet for the first time
66. Invisible- you can’t see it
67. Locate- to find
68. Marvelous- wonderful
69. Observe- to watch carefully
70. Occupied- being used by someone else
71. Ordinary- plain; regular; not special
72. Organize- to put in good order
73. Patient- to wait nicely
74. Peculiar- strange
75. Pleased- happy with something
76. Plenty- a large amount; a lot
77. Popular- liked by a lot of people
78. Predict-to say or to guess what is going to happen
79. Problem- when something goes wrong
80. Protect- to keep safe
81. Protect- to keep safe
82. Proud- to feel good about yourself; to feel good about something you did
83. Purchase- to buy
84. Recall- to remember
85. Remain- to stay
86. Remove- take away
87. Repair- to fix
88. Repeat- to do again
89. Ridiculous- very silly
90. Select- to choose
91. Separate- take apart
92. Similar- the same in some ways but not all
93. Simple- easy to do
94. Solution- a way to fix something that went wrong
95. Supplies- things you need
96. Transfer- to move from one place to another
97. Unusual- different; really special; not familiar
98. Useful- can be used a lot
99. Vanish- to go away fast
100. Variety- different kinds of one thing
101. Visible- you can see it