Making Conversation: In the

Classroom
Based on Master ASL, J. Zinza

© 2010 Natasha Escalada-Westland

Unit 2
Explanation of Slide Color Scheme
• White – vocabulary
• Light blue – grammar
• Lavender – warm up activity
• Yellow – practice activity or game
• Salmon pink – cultural information
• Lime green – internet resource

Unit 2
 Making Conversation
Unit Two Goals:
• To ask for help and clarification in ASL
• To engage in basic conversation on a variety of
topics
• To understand the cultural view of deafness
• To improve familiarity with ASL grammar and
structure
• To learn and apply WH-signs and facial
expressions
• To understand iconic and non-iconic signs
Unit 2 Based on Master ASL Level One by Jason Zinza
Counting 11-20

Unit 2
 Numbers
Follow this link to see a 1-20 number lesson on YouTube
(uses alternate numbering style for 16-19)

11 12 13 14 15 16 17 18 19 20

Vertical Drills. Develop speed and accuracy for each set of numbers.
Develop speed and accuracy for each column of numbers. Start slightly
higher than normal and move your hand down as you sign each number.
1 2 3 4 5 6 7 8
11 9 8 0 19 11 17 6
20 12 7 5 15 12 18 16
15 10 17 10 16 13 16 8
14 18 18 11 8 14 20 18
13 20 19 20 Unit 2 4 15 1 13
None

Zero

Unit 2
“A Little Advice”

Unit 2
Book

Unit 2
Desk, table

Unit 2
Pen, pencil

Unit 2
to Need, Have
to

Unit 2
Must, have to,
imperative

Unit 2
Sure, true, really

Unit 2
Warning

Unit 2
to Get better, improve

Unit 2
to Get worse, worsen, decline

Unit 2
 to Grab,
take an opportunity

Unit 2
Important, valuable

Unit 2
Restaurant

Unit 2
Enjoy, pleasure, please

Unit 2
 “My Advice”
Watch the narrative titled My Advice on the student DVD. Respond to
the questions below. Sign with others in the class to help answer the
questions correctly.

1. What does the signer say about practice?

2. What happens if you don’t practice your ASL?

3. What suggestions does the signer give about practicing?

4. Give an example of three non-manual signals used.

5. What question does the signer ask?

Unit 2
 A Little Advice
My Advice – Unit 2

ASL students are often eager to practice

ASL with Deaf people, who are generally
willing to say hello to students. However,
there is a time and place for ASL tutorials
so be respectful and use common sense.
A frequent experience is an ASL student
approaching a couple dining in a
restaurant and starting a conversation out
of the blue!
Unit 2
Unit 2 List 1
Helpful signs

Unit 2
to Mean, meaning

Unit 2
What does it mean?

Unit 2
to Explain

Unit 2
Explain it again.

Unit 2
to be Clear

Unit 2
Excuse me

Tip – Don’t add the

sign me to excuse
me, it’s redundant.

Unit 2
Not, don’t, doesn’t

Unit 2
to be Unclear, vague

Unit 2
Right, correct Wrong, incorrect

What’s
Thank you

Unit 2
You’re welcome

ASL Tip – Just nod to

acknowledge being thanked.
There is no separate sign for
this concept.

Unit 2
 Asking for Help. Sign the phrases below with a
partner. Your partner answers using the sentence
in parentheses.
1. Excuse me. Do you mind helping
me? (Sure! What’s wrong?)
2. What does _____ [pick a sign] Example:
mean? (_____ means _____
[explain])
3. I don’t understand. It’s unclear
(vague). (Can I help you?)
4. Is that clear? (No, please
explain it again.)
5. Am I right? (No, you’re wrong.)
6. Please give me the paper today.
(No, not today. Tomorrow.)
7. Look at him/her. (Who?)
8. Thank you! (You’re welcome)
Directionality: Verbs that show
who or where

Unit 2
 Directionality
MASL p. 40

The meanings of some signs in ASL change depending

on the way the signs are moved. For example, the sign
help can mean I help you or You help me if the
movement is towards the signer or someone else. This
feature of ASL is called directionality. You need to
memorize which ASL signs are directional to use them
correctly. Here’s a hint: If you want to sign something
being done to, for, or with you, then the sign tends to be
directional.

Unit 2
 to Give to – DV
to you

to me

DV = directional verb
to all of you Unit 2
 to Help - DV

to you

to me

to all of you
Unit 2
 to Move (an object) - DV
right

left

towards me

away from me

Unit 2
 to Tell, announce - DV
to you

to me

to all of you Unit 2

 to Ask, inquire - DV
ask you

ask me

ask everyone Unit 2

 to Show, demonstrate - DV

to me

to you

to all of you

Unit 2
 to Bring, carry - DV

to me, here

To the right, over there

Unit 2
 to Look at, watch -DV

Look at me Look away, break eye Make eye contact

contact

Unit 2
Unit 2 List 2, p. 1
Unit 2 List 2, p. 2
Directionality. Use the correct form of help,
tell and ask in each sentence.

1. Please help me. 11. That’s fine, ask me.

2. I can help you. 12. He/she asks her/him.
3. He/she can help you. 13. Ask each person.
4. Help us. 14. Ask them all.
5. Help them. 15. Ask us.
6. You help ____.
7. I tell you.
8. Please tell me.
9. I announced it.
FYI – You don’t need to
10. Would you mind telling them? add me when using
directionality. It’s already
included in the sign.

Unit 2
Using directionality. The signs give to, help, move,
tell, show, ask and bring are directional. First,
watch the examples. Then figure out how the
signs should be altered in each sentence?
1. Help me move the table.
2. Please give her the book.
3. Can you give me a pencil?
4. I need to give you my pen.
5. Move the desk over there.
Grammar Tip – Make a
more understandable
sentence by naming an
object before telling how to
act on or with it.
Unit 2
The WH?-Face

Unit 2
 The WH-Face
(complex questions) p. 42 MASL

• Knowing how to ask for help is important

in any language. In ASL, two key phrases
are mean what and explain again. Both
phrases use a specific non-manual signal
called the WH-Face that resembles the
simple (Yes/No) Question Face. Use the
WH question face when you are uncertain,
unclear, or asking a question using signs
for who, what, where, when, why, etc.
Unit 2
 Question Faces
Practice the phrases with a partner. How is the WH-Face made?
1. What does it mean? 3. What’s your name?
2. Explain it again? 4. I don’t understand.

Faces. Decide whether the Yes/No Question Face or the WH-Face, or

a neutral face best matches the sentence, and sign it to a partner.
When done, switch roles and repeat the exercise.
1. Is his name Todd? 4. No, I don’t understand.
2. What’s your name? 5. Do you mind helping me?
3. Do you understand? 6. What does it mean? Can you explain it
again?

Asking questions. Work with a partner and create four sentences using
the WH-Face and Yes/No Question Face. What differences do
the faces show?

Before you leave today, each partner in a pair must sign one and one
sentence to the instructor with the correct
Unit 2 facial expression.
 Asking

Asking questions. Ask a partner the following questions in ASL.

When done, switch roles an repeat. Remember to answer
questions in a complete sentence.

1. Are you learning ASL? 6. Do you want to meet

tomorrow?
2. Do you understand me? 7. Are you sitting down?
3. Do you mind opening the door? 8. Are you going to
school today?
4. I’m tired. Are you? 9. What’s for homework?
5. Who is that? 10. What does it mean?

Unit 2
 I Have a Question
(What does it mean?)
1. Comprehension. Answer the
comprehension questions.
1. What sign didn’t Kris understand?
2. How does Marc explain the sign?
3. What can’t Kris do? MASL p. 40

4. Translate each person’s farewell.

Unit 2
 I Don’t Understand
p. 43 MASL

• Watch Marc and Kris sign the

dialogue. What did they say?

Unit 2
 Dialogue about sign meanings.

1. Dialogue. Create a dialogue with a partner in

which an ASL student asks someone to
explain what a sign means. Use complete
ASL sentences and non-manual signals.

Unit 2
Numbers 21 - 30

Unit 2
 Numbers 21-30

21 22 23 24 25 26 27 28 29 30

Vertical Drills. Develop speed and accuracy for each set of numbers.
Develop speed and accuracy for each column of numbers. Start slightly
higher than normal and move your hand down as you sign each number.
1 2 3 4 5 6 7 8
11 9 8 0 19 11 17 6
20 12 7 5 15 12 18 16
15 10 17 10 16 13 16 8
14 18 18 11 8 14 20 18
13 20 19 20 Unit 2 4 15 1 13
Gestural and
Iconic Signs

Unit 2
 Iconic and Gestural Signs
• Because ASL uses some gestures, people often think
ASL is a simple compilation of gestures. Using gestures
does not make ASL any less of a language than English,
which also uses gestures. Can you think of gestures or
signs that ASL and English have in common?
• Some signs resemble the meaning behind the sign (like
book). These are called iconic signs, but most signs are
not iconic.
• English also uses a concept like iconicity called
onomatopoeia when English words resemble the sound
they represent. English speakers use words like oink-
oink or cock-a-doodle-doo.

Unit 2
Gestures
Don’t do that

Unit 2
What other American cultural gestures can
you think of? Do you know any gestures
from other cultures?

Unit 2
Iconic Signs
Tree

Unit 2
Door

Unit 2
to Open (door)

Unit 2
 Some hand gestures from around
the world
• Mexico:
– http://www.youtube.com/watch?v=II8R2FT2Dws
• Phillipines, Indonesia, Australia, and
Brazil:
– http://www.youtube.com/watch?v=CWUcGgSolw4
• Italian
– http://www.youtube.com/watch?
v=M0n4Vw6twKo&feature=related
to Close (door)

Unit 2
(Electric) light

Unit 2
to Turn off lights

Unit 2
to Turn on lights

Unit 2
to Stand

Unit 2
to Stand up, get
up

Unit 2
to Jump

Unit 2
to Sit

Unit 2
Abstract Signs
Mother Father
Music Computer
Explain in a complete ASL sentence what
you see in the illustration.

Unit 2
Activities

Unit 2
Home

House
Unit 2
to Walk to, walk

Unit 2
Party

Unit 2
to Read

Unit 2
to Sleep

Unit 2
 Yes or no? Your partner will respond affirmatively or
negatively to the question asked based on the
illustration. When done, switch roles and repeat the
exercise. Remember to respond in a full sentence.

Is he walking home? Are they walking? Is the light on?

Is the book open? Is she reading?

Unit 2
Unit 2 List 3
In the Classroom

Unit 2
to Correct, to
grade

Unit 2
to Erase
to Erase
(a board)
(on paper)

Unit 2
Paper

Unit 2
to Spot, notice, spy

Unit 2
to Study

Unit 2
Student

Unit 2
Teacher
OMG… Where’s
my SmartBoard?

Unit 2
Test, exam

Unit 2
to Write

Unit 2
Gender-Related Signs

Man Woman

Boy Girl
Unit 2
Giving requests. Ask a partner to do three
specific tasks using vocabulary you’ve learned so
far. Some ideas are provided below for you.
When done, switch roles and have your partner
ask three different tasks.
1. Write your name on the board, then erase it.
2. Open or close the door
3. Stand up or sit down.
4. Move your desk.

Unit 2
What’s in your environment? Use
the sign notice to tell a partner at
least 5 things, colors, or activities
you see in the classroom.
Practice each facial
expression. Have a
partner guess which
expression you are
attempting. Use body
posture and gestures to
get the message across.

Unit 2
Sign each sentence to a partner, who will
respond with the information in bold.
Switch roles and repeat when done.

1. Do you want a test today? (No, we want a

test tomorrow.)
2. Do you know the ASL teacher’s name? (Yes,
it’s _____.)
3. Are you an ASL student? (Yes, I’m learning
ASL.)
4. I’m not an ASL student. (No, you are the ASL
teacher.)
Unit 2
Visual Devices and
Communications

Unit 2
 Visual Signaling Devices

Vibrating and flashing

clock alarms

Doorbell or phone
strobes or lights

Flashing smoke
and CO2 detectors

Unit 2
 Visual Communication Devices &
Content
Mobile text
devices (aka
TTYs cell phones)

TV & movie captioning -

http://www.nidcd.nih.gov/health/hearing
/caption.asp
http://www.captions.org/ or
http://www.captions.com/
Videophones and video relay service
Web captioning -
http://www.webaim.org/tec
hniques/captions/
Unit 2
Fingerspelling Rules

Unit 2
 Fingerspelling,
When should I use it?
Fingerspelling is generally used in specific
instances:
1. first, last and middle names;
2. names of places (cities, states, stores);
3. titles of movies and books;
4. certain foods

Unit 2
Deafness and Deaf Culture

Unit 2
 What is deafness?
American Heritage Dictionary’s definition:
deaf
adj. -Partially or completely lacking in a sense
of hearing.
-Unwilling or refusing to listen; heedless:
was deaf to our objections.

Deaf
– The community of deaf people who use
American Sign Language as a primary means of
communication. Used with the, as in the Deaf.
Unit 2
The Cultural Model, or “Who is Deaf?”

•Common unifying trait is

deafness and the use of ASL.
•The Deaf do not feel the need to
be fixed or cured.
•The Deaf World (culture) is
visually based and often has a
different perspective of “normal”
than hearing people.
•Celebrate deafness as a fulfilling
way of life.

Unit 2
 The Pathological or Medical Model, or
“Who is deaf?”
Emphasis is on a cure

http://kidshealth.org/kid/body/ear_prt.htm
www.geocities.com/cicentral/how_ci_works.html

Tries to make deaf people “normal”

Unit 2
Draw separate circles around the structures of the outer,
middle and innner ear and label them correctly. Indicate
the form of energy sound takes in each part of the ear.

auricle or

Unit 2
Days of the Week

Unit 2
 Days of the Week

Grammar Tip: Don’t

sign or fingerspell
the English word
“on” in ASL
sentences involving
dates. Use the
face instead.

Unit 2
Time Comes First In a Sentence
• Signs that show when something
happened, such as a day of the week,
come first in a sentence.

Eyes on ASL #5

Unit 2
Making Conversation

Unit 2
to Eat, food

Unit 2
to be Hungry

Unit 2
to be Ready

Unit 2
Restaurant

Unit 2
With

Unit 2
More Activities

Unit 2
To chat/sign, hang out

Unit 2
What are you doing?
What did you do?
What do you do?

Accent Tip: Use the

face each
time you ask
questions with this
sign.

Unit 2
to Do errands, chores

Unit 2
To enjoy, have fun,
pleasure

Unit 2
To kick back, take it easy

Unit 2
Church

Unit 2
Mosque
(fingerspell)

Unit 2
 p. 59
Temple

Unit 2
Synagogue

Unit 2
To play sports

Unit 2
Using the picture cues, explain what someone did
each day. Use deixis (pointing) to indicate who is
doing the activity.
Monday Tuesday Wednesday
I guess he’s not here…

Thursday Friday Saturday Sunday

Unit 2
 Activities. Use the vocabulary below to ask a
partner what he or she does on a particular day.
Follow the example.
Signer A: Signer B: 1. Monday 12. Later
2. Tuesday 13. Today
3. Wednesday 14.
Yesterday
4. Thursday
5. Friday
6. Saturday
7. Sunday
8. Morning
9. Afternoon
10. Evening
11.Unit
Tomorrow
2
 Signed Question Mark
•Use to emphasize that a question has been asked and that the
signer expects a response.
•Does not replace the question face.
•It is a type of closing signal.
•Often used to ask general questions to more than one individual
•Informal, used between friends

Practice the Signed Question Mark

1. Are you hungry? 4. Are you all ready?
2. Do you want to go to a restaurant? 5. Can you all see me?
3. Do you want to go with me? 6. Do you want to go home?

Unit 2
When?

Unit 2
 Day

Variation 2

Unit 2
Every day

Unit 2
Umm, uh, well…
(gestural)

Use this gesture (hold your

hands up) when you are
thinking of what to sign next.

Unit 2
Week

Unit 2
Weekend

Unit 2
to Work, job

Unit 2
Water, water fountain

Unit 2
 What do you do? Time first!!!
1. Create complete 2. Dialogue. Remember that when
sentences for signs come first in a sentence.
each vocabulary Practice signing the dialogue below
word. with a partner.
Student A What do you do on the
weekend?
Student B On Saturday, I kick back
and study. I work on Sundays.
What do you do?
Student A I don’t work on the weekend.
I enjoy going to the movies
with friends.
Student B I like going to the movies.
Do you want to go on Friday?
Student A Sure!

Unit 2
 Weekend activities. Find out three things a partner does
on the weekend, using the ideas below to help you.
Prepare to explain what you learn about each other to your
classmates.

go to the movies work

go to a party eat in a restaurant
sleep hang out with friends
read play sports
chat with friends study
kick back practice ASL
Reminder: Don’t forget to
raise your eyebrows on the
“time indicator” sign.

Unit 2
When do you…? Sign each sentence in
ASL, then again, making the changes
indicated.
1. I practice ASL on Monday. (every day)
2. We go to school on Saturday and Sunday. (don’t
go)
3. He works Tuesday and Thursday morning.
(afternoon)
4. She goes to the mosque on Wednesday. (Friday)
5. They study every day. (don’t study)
Grammar Tip – “And” is
shown by starting your
signing slightly to one side
then shifting to the other side
Unit 2 for showing “this and that”.
 This weekend, I… Select appropriate vocabulary
from the Unit 2 PowerPoint to complete each
sentence using SignWriting.

1 2 3 4
?

? ?

Unit 2
 Comprehension: My Routine
1. Based on the video, what does Kris do? Complete the following sentences
in ASL. Don’t forget, signs that show when something happened come first in
a sentence.
1. On Thursday, Kris… 6. On Friday, she…
2. Kris does homework on… 7. Kris chats on…
3. She works on… 8. On Sunday, Kris…
4. Every day, Kris… 9. She doesn’t work on…
5. Kris hangs out with…
2. Comparison. What do you and Kris do differently? Shift your signing to
explain in ASL how your routines are not the same.
• On Sunday, Kris _________ but I__________

Unit 2
Answer Key to “My Routine”
1. On Thursday, Kris… works
2. Kris does homework on… Sunday
3. She works on… Thursday, Friday
4. Every day, Kris… goes to school
5. Kris hangs out with… friends
6. On Friday, she… works
7. Kris chats on… Saturday
8. On Sunday, Kris… studies/does homework
9. She doesn’t work on… Sat, Sun, M, T, W
‘WH’ (complex) Questions
who, what, where, when, which, why, how, how
much, how many, etc…
 The WH-Signs
Eyes on ASL #6

Unlike English sentences, most WH-signs don’t occur at

the beginning of a sentence, but near or at the end.

Unit 2
Who

Unit 2
What

Unit 2
When

Unit 2
Where

Unit 2
Why

Unit 2
Which

Unit 2
 What or who is it? Ask a partner about the illustration in
complete sentences. Remember that the “WH” sign comes
last.

1 2 3 4

5 6 7 8

1. church 2. pencil 3. desk/chair 4. books 5. Cher 6. MLK 7. Elvis 8. Obama

Unit 2
 Using WH-signs Ask a partner to respond to the question
you ask. Make sure you use the WH-Face. Switch roles
and repeat the exercise when done.
1 2 3 4

Who is that student?

Where are you sitting?

What are you studying? When is class over?

Unit 2
 Responding to WH-questions. A partner will ask
you each a question. Respond in a complete
sentence. When done, switch roles and repeat.
1 2 3 4

Whose sign
language is
improving?
Where are they
What does a student learning ASL? Do you want a
need to do if their sign test today or
skills deteriorating? tomorrow?
 Making conversation. Ask a partner the following questions
in ASL. Respond in a complete sentence using the
information in parentheses.
1. Where are you going? (home)
2. What are their names? (?,?)
3. Do you want the door open or closed? (open)
4. Why is practice important? (I want to get better)
5. You play sports every day? (No, Tuesday, Thursday)
6. What’s on the test? (I don’t know)
7. Ask him what’s on the test. (He knows)
8. What’s your ASL teacher’s name? (?)
9. When do you work? (Monday)
10. What are you doing tomorrow? (Nothing)

Asking questions. Work with a partner to ask and answer five WH-Sign
questions. When done, create a dialogue using the questions.

Unit 2
 Gloss the following sentences,
then sign them.
1. Whose sign language is improving?

2. If a student’s sign skills are deteriorating what

should they do?

3. Where are they learning ASL?

4. Do you want a test today or tomorrow?

 Weekend Plans Dialogue Rubric
Names:
2 3 4 5
1. Greetings 3 or more elements 2 elements missing 1 element missing All elements present
2. Ask what someone
is doing on the missing
weekend
3. Tell at least 4 things
you will do over the
weekend
4. Switch roles
5. Farewells

Non Manual Signals Few or no NMS Some correct NMS Many correct NMS NMS present
throughout with
correct timing

Sign Production 3 or more incorrect 2 incorrect signs 1 incorrect sign All signs produced
(HOLM) signs correctly

Fluency / Very halting, many Somewhat halting, Mostly smooth, little No hesitancy, very
Smoothness of unnatural pauses several unnatural hesitancy smooth
signing pauses

Unit 2
 Deaf History
(A Series of Helpful References)
http://www.pbs.org/wnet/soundandfury/culture/dhpop/popup1.html - a brief
overview of some highlights of the history of deafness

http://deafness.about.com/od/deafhistory/a/deaftimeline.htm - in depth links to

many aspects of deafness throughout history

http://www.canyons.edu/departments/sign/PowerPoint%201%20-%20Historical
%20Perspective.htm – detailed timeline of the history of deafness, with many
good details of deaf history in North America

Movie - “Through Deaf Eyes”

Unit 2
 Higher Order Thinking
• The questions you ask yourself after
learning or experiencing something new
are important
• Most of the time, what you are asked to
focus on in school are lower level thinking
questions
• In the world outside of school, most real
situations are improved or solved due to
higher-order thinking.
Unit 2
 Thinking Questions
Lower Order Higher Order
Knowledge: Application:
• · "What is...?" • · "What would result if...?"
• · "How would I describe...?" • · "What facts would I select to show...?"
• · "Why did...? • · "What approach would I use to...?"
• · "How would I show...?" • · "How would I use...?"

Comprehension:  Analysis:
• · "What facts or ideas show...?" • · "What inference can I make...?"
• · "How would I compare...?" • · "What is the relationship between...?"
• · "How would I classify...? • · "What evidence can I find...?"
• · "Can I explain what is happening...?" • · "What things justify...?"

Synthesis: 
• · "What could be changed to improve...?"
• · "How would I test...?"
• · "What way would I design...?"
• · "What outcome would I predict for...?"

Adapted from - Evaluation:

http://www1.appstate.edu/~goodmanj/3850/webquest/ • · "How could I select...?"
questions.html • · "How could I prove...?"
• · "How would I prioritize...?"
• · "What information would I use to
Unit 2 support...?"
 Unit 2 Review – part 1
1. Explain how the rules for time related signs and WH-signs affect
sentence structure in ASL. With that in mind, how does ASL differ
from English sentence structure? In your own words, write an
explanation of the sentence structure rules and use them to
explain the concept to another ASL student.

2. Give three examples of signs that are iconic. Give three

examples of signs that are not iconic.

3. You are going to meet several Deaf people at a party Friday

night. What questions can you ask to learn more about the
people you talk with? Make a list of questions and answers and
practice signing them with a partner. Keep the following topics in
mind:
1. Exchange names.
2. Explaining where you are learning ASL and if your teacher is
Deaf or hearing.
3. Favorite TV shows and movies.
4. Favorite activities.
Unit 2
 Unit 2 Review – part 2
1. What is the difference between these non-manual signals? Create five
sentences using these non-manual signals correctly.

2. Can you:
1. Ask for help and clarification?
2. Use closing signals correctly?
3. Understand and use directional signs (ask, help…)?
4. Recognize and understand non-manual signals?
5. Use the WH-Face and Yes/No question face correctly?
6. Use time related signs in the correct order?
7. Use WH-signs in a conversation?
8. Sign a short conversation clearly?
9. Understand a short conversation?
10. Tell a brief story using a classifier?
11. Use and understand number signs 1-30 correctly?
12. Use possessive signs and deixis correctly?
13. Ask someone about this or that in ASL?
14. Ask or tell someone about this and that in ASL?
15. Use eye gaze, pauses, and sign order for time signs and WH-signs correctly?
Unit 2
 Unit 2 Review – part 3
1. Identify and correct any errors in the signed sentences on p. 69-70 in part
C of the Unit 2 review pages. Explain to a partner or a friend why the
errors are wrong and how to fix them.

2. Be able to define, describe and / or compare:

1. Deaf culture and the deaf community
2. A cultural vs. a pathological view of deafness (big D, little d)
3. Devices and services that provide access for the D/deaf
4. Parts of the ear
5. How hearing works

Unit 2
 Spell it / Sign it Lines
Using your red books, students line up in lines of about
5 each, facing each other. One line is the spelling line,
spelling vocabulary from the Units you have studied in
the book. You can use the book. Have it out on the
desk you are standing by. The other line is the reading
line. Reading line people get 2 chances to read the
spelling line’s fingerspelling and then sign a correct ASL
translation of the spelled word. If the reader can’t sign a
correct translation for any reason then he/she must
move to the end of the line (towards the back of the
room). Players move up a space as other players are
sent to the back of the line. After about 3 min., the
reading line becomes the spelling line and vice versa.
Unit 2