Minneapolis D/HH Language Curriculum

Key words: Curriculum Materials/Language/K-12

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Date: Mon, 22 Apr 1996 23:50:13 -0600

Reply-To: A Practical Discussion List Regarding Deaf Education

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From: jmsimes@STTHOMAS.EDU

Subject: Minneapolis D/HH Lang. Curriculum

To: Multiple recipients of list EDUDEAF

About a month or so ago I posted some information about the language curriculum used in the Mpls. Public Schools D/HH program. Many people on EDUDEAF expressed an interest in purchasing a copy of it. I finally got the info on cost. Sorry it's taken me so long.

A brief summary for interested people:

Teachers in the program find it easy to use and record student progress over time. It contains an ASL component and addresses language skills in five key areas:

1. Vocabulary: the core of words needed to receive and express language

2. Reception: the language process that allows for intake and comprehension of thoughts and ideas.

3. Expression: the language process that results in output of thoughts and ideas.

4. Mechanics: the technical skills that are required for adequate and efficient communication including printing, writing, grammar, punctuation, and capitalization

5. Interaction: Language used for communication

If you are interested in purchasing a copy send a check for $10.00 made out to _ Anne Sullivan Communication Center_ to help cover the cost of shipping and handling.

Joyce Daugaard, Coordinator
Mpls. Public Schools Program for D/HH Students
Anne Sullivan Communication Center
3100 East 28th Street
Minneapolis, MN 55406

Please let me know what you think of it if you do purchase a copy. We're always looking for ways to improve it so any constructive criticism will be welcome!

Jolinda Simes, Teacher
Mpls. Public Schools D/HH Program
jmsimes@stthomas.edu

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Date: Tue, 23 Apr 1996 01:02:43 -0400

Reply-To: A Practical Discussion List Regarding Deaf Education

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From: THESAP@AOL.COM

Subject: Re: Minneapolis D/HH Lang. Curriculum

To: Multiple recipients of list EDUDEAF

Is this a standardized test or criterion referenced? Time it takes to do each part? Can you give an example of an item from each category? If it is a standardized test who and what was it normed on? And any other info you can give me about the test :)

Beth

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Date: Tue, 23 Apr 1996 01:12:41 -0600

Reply-To: A Practical Discussion List Regarding Deaf Education

Sender: A Practical Discussion List Regarding Deaf Education

From: jmsimes@STTHOMAS.EDU

Subject: Re: Minneapolis D/HH Lang. Curriculum

To: Multiple recipients of list EDUDEAF

In-Reply-To: <960423010242_380837835@emout17.mail.aol.com>

It's not a _test_..... it's a _curriculum_. It's just an attempt to organize core concepts and skills into a logical teaching order. It's only a core; there are many other content items that are presented and mastered that are not specifically addressed in this language curriculum.

The curriculum was developed by a group of teachers who got together and reviewed all the literature we could find related to D/HH student language development and hearing student language development. We then collected data from our own classroom experiences and systematically categorized the trends we saw at various age levels. The curriculum is a result of a qualitative type of study-- comparing our data with what the research provided and organizing it in a way we found useful to our teaching practice. We've also found that it is in a format that is easy to share with parents and use when establishing IEP goals and objectives. We consider it to be a "living document" open for revision as we gain more insights from research and experience on how language develops in growing children.

The curriculum is divided into overlapping age levels: Level A (2-5); B (5-6); C (6-7); D (7-8); E (8-9); F (9-11); G (11-13); with the understanding that students will develop the skills and concepts at their own pace.The skills and concepts at each level are general ones we teachers found to be commonly mastered or introduced between those ages. Some students finish everything before age 12 or 13 and require more sophisticated language challenges, others lag far behind.

Brief examples of some of the skills from each level:

Vocabulary for D/HH ages 11-13:
Acquires new words by applying information regarding root word, prefix, or suffix (English)
Understands "plays on words" and puns (English and ASL)

Reception for D/HH ages 6-7:
Discriminates between similar sentences (English and ASL)
Transfers verbal directions to board or paper (English and ASL)

Expression for D/HH ages 2-5:
Uses body language to convey meaning (ASL and English)
Seeks information using intonation, body language and tag questions to form interrogative (ASL and Eng.)

Mechanics for D/HH ages 8-9
Identifies thought units as sentences in written assignments.
Writes a friendly letter with guidance.

Interaction for D/HH ages 9-11
Uses common sense to solve problems not requiring adult assistance.
Recognizes rights of self and others.

Hope this answers some of your questions........
Let me know if you have any more......

Jolinda
jmsimes@stthomas.edu

Uploaded by: Melissa Close/Kent State University/Deaf Education Major