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SL 1-2 Strand - Communicating meaning in Auslan

Interacting in Auslan

recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions

AC9L2AU2C01

  • participating in simple dialogues using greetings, farewells and sign names where appropriate, following modelled signs such as HOW-ARE-YOU? SEE-YOU-AGAIN

  • referring to classmates, teachers or visitors by pointing, fingerspelling a name, or using a sign name where appropriate, noting the cultural etiquette of sign names

  • asking and answering simple questions that require an affirmative or negative response, such as

    WANT PLAY HIDE-AND-SEEK?

    Do you want to play Hide and seek?

    WANT

    Yes, I want to.

    PRO2 ALRIGHT?

    Are you alright?

    YES

    Yes

    BIRD PRO2 HAVE?

    Do you have a bird?

    BIRD PRO1 HAVE

    I have a bird.

  • recognising and responding to classroom instructions

  • asking and answering simple questions that require a closed or simple response, such as

    SISTER BROTHER HOW-MANY?

    How many sisters and brothers do you have?

    BROTHER(TWO) SISTER(ONE)

    Two brothers and one sister.

    SCISSORS WHERE?

    Where are the scissors?

    BLACK BLUE PENCIL WANT WHICH?

    Which pencil do you want? Black or blue?

    HOW-OLD PRO2?

    How old are you?

    PRO1 AGE-YEARS(SEVEN)

    I am 7 years old.

  • making statements to express feelings and simple opinions using lexical signs and affective NMFs, for example,

    PRO1 HAPPY

    I’m happy.

    PRO3 GRUMPY

    She’s grumpy.

    PRO1 LIKE SCHOOL

    I like school.

    PRO1 FLOWER LIKE-NOT

    I don’t like flowers.

    PRO1 LOVE APPLES

    I love apples.

  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example,

    PRO3 HAVE DS:CURLY-HAIR

    He has curly hair.

    THAT BOX BIG

    That box is big.

  • sharing information about what they like to do after school or on the weekend

  • playing action games such as Simon says, using plain verbs, for example, PRO1 RUN, PRO1 READ

  • asking for help or permission, for example,

    PLEASE PT+c HELP?

    Can you help me, please?

    PRO1(PL) CAN SHARE?

    Can we share these?

    AGAIN PLEASE?

    Can you please sign it again?

    SLOW PLEASE?

    Can you sign it slowly please?

  • teaching family members Auslan such as PLEASE, THANK-YOU, SORRY, WELCOME, GOOD-LUCK, CONGRATULATIONS/WELL-DONE, HAPPY BIRTHDAY and deaf applause

Literacy

Intercultural understanding

participate in a range of guided, play-based language activities, using formulaic expressions and visual cues

AC9L2AU2C02

  • participating in games that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market, and I bought …, I have, you have?

  • following instructions that include simple DSs, to locate and move classroom objects or complete an action-based activity, such as an obstacle course, for example,

    DESK DS:PLACE-IN PUT

    Put it in the desk.

    TREE DS:WALK AROUND

    Walk around the tree.

  • following classroom instructions that include simple DSs for completing activities, such as

    DS:LINE-UP PLEASE

    Line up, please.

    LOOK-AT PRO1

    Look at me.

    PLEASE WITH TWO

    Please find a partner.

  • taking turns in games such as Go fish or memory games, using appropriate signs and NMFs, for example,

    POSS2 TURN

    It’s your turn.

    PRO2 PICK-UP

    You pick up.

    THREE HAVE PRO2?

    Do you have a 3?

  • swapping or ‘buying’ objects, using question signs and affirmative and negative answers, for example,

    HOW-MANY WANT?

    How many do you want?

    THAT HOW-MUCH?

    How much is that?

  • interacting with a signing puppet or doll in an imaginary setting, for example, by signing simple questions such as

    POSS2 NAME, WHAT?

    What is your name?

    PRO2 LIKE FS: DO WHAT?

    What do you like to do?

  • watching group performances of rehearsed role plays and joining in expressions of support such as the use of deaf applause

Literacy

Personal and social capability

Mediating meaning in and between languages

locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases

AC9L2AU2C03

  • participating in information-gap activities such as identifying signed information from class messages or short introductions, for example, by identifying names, school locations, numbers or times

  • gathering information from each other, about topics such as family members, favourite foods and pets, to report back to the class using familiar structures and modelled language, for example,

    CAT HAVE HOW-MANY KITTEN? SIX

    How many kittens does the cat have? Six.

  • identifying and applying specific information in live or recorded Auslan texts to complete guided tasks such as colouring-in and craft activities, or interacting with materials and objects related to properties such as colour, number, size or shape, for example,

    TREE COLOUR GREEN

    Colour the tree green.

    BLUE POINT

    Point to blue.

    YELLOW BLOCK BLUE BLACK DS:ON

    Put the blue block on the yellow block.

  • recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan, and the language(s) they speak at home
  • viewing recorded or live children’s stories in Auslan, demonstrating understanding through drawing, gesture, modelled signs or voice

  • responding to teacher prompts, in Auslan or English, to capture impressions when viewing images, video clips or stories in Auslan, for example,

    PRO2 SEE FINISH VIDEO. NOTICE WHAT?

    You saw the video. What did you notice?

    SAME WHAT? SAME DIFFERENT?

    What’s the same? What’s different?

  • shadowing NMFs in short Auslan poems or Deaf stories, for example, facial expressions or repeated signs
  • responding to short expressive texts such as cartoons, using drawings, familiar signs or re-enactments with puppets or props to show the movement of people, animals and/or objects
  • responding imaginatively to stimuli, using gestures, handshapes, facial expressions and simple signs, for example, acting out different ways a character in a story may respond

Literacy

Critical and creative thinking

notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines

AC9L2AU2C04

  • creating a word wall or poster, comparing the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo

  • explaining why they like a chosen sign or expression, for example, DOG, CAT, BIRD

  • making own bilingual Auslan-English picture dictionaries with labels, images or recordings of signs, for example, posters or cards with pictures to learn the signs for familiar objects, classroom items or daily activities
  • noticing that in signed languages meaning can be expressed in different ways, for example, with signs or fingerspelling

  • translating simple Auslan signs for peers, by fingerspelling or writing the English word, for example, distinguishing between signs and fingerspelled version of DOG, CAT, BIRD, and names, understanding that fingerspelling is a tool for translation between Auslan and English

  • considering the meaning behind sign names if appropriate, indicating whether it is related to appearance, personality, a characteristic, story, habit or family

Literacy

Intercultural understanding

Creating text in Auslan

with support, create signed, visual and multimodal texts, using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space

AC9L2AU2C05

  • contributing to a presentation such as a class video, by signing a simple description of their family, pets or class members
  • recording and presenting a video about aspects of their daily routines, using modelled signs and visual prompts
  • describing their favourite places and activities in a presentation, using pictures, photos or objects
  • matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
  • using modelled iconic and DSs to create variations to actions involved in familiar stories such as ‘The Very Hungry Caterpillar’, for example, adding alternative food items

  • creating sequences of signs, using a fixed handshape such as the index finger ‘point’, for example,

    YOU THINK I SHY?

    You think I’m shy?

  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar texts
  • enacting the movements and characteristics of a particular animal, through the use of constructed action (CA)

  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH, five = TREE, claw = SPIDER, ok = BEE

Literacy

Personal and social capability

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