Talking+It+Out


 * Strategy Name:** Talk It Out


 * Strategy Description:** This strategy has students verbally describe how to maneuver a chosen name in sign language as a pre-writing strategy.


 * Rationale:** So often, my students know exactly what they mean in their heads, but it doesn't always transfer to their writing. This activity forced them to think about their words and how they stated their directions. They had to revise, discuss, and plan verbally before writing a single word on paper.


 * Procedure:**
 * As part of a sign language unit, my students chose a word they wanted to learned in sign language. They then went on to [|www.aslpro.com/cgi-bin/aslpro/aslpro.cgi]. On this site, they were able to alphabetically locate their chosen word, and watch a video of the sign being created.
 * They practiced this sign over and over to be sure they understood it.
 * The next day, they paired up and were to give verbal directions ONLY to their partners on how to create their sign. Their hands had to be behind their backs the entire time. This simple restriction forced them to rely heavily on descriptive and directional words to relay their instructions. They would do this with three different partners, allowing them to fine tune their chosen vocabulary.
 * When they were ready to write, they were to find a partner after their wrote each direction and try it out on them to be sure it was clear to the reader.
 * These paragraphs were then shared with the entire class as a finished product


 * Diverse Learners:**
 * Auditory learners will benefit from this lesson as they hear their classmates maneuver language to give directions.
 * Visual learners will be able to view how their classmates move their hands to create the sign language, enhancing the description of their writing.


 * Potential Issues:**
 * Students will need to be introduced or reviewed with directional terms such as right and left.
 * Students with difficulty in vocabulary made need some facilitating with speaking with their partner.
 * Be sure to model the interaction between partners, as students will need a visual representation.
 * Make sure students do not write "move your arm like this", or other vague descriptions


 * Implementation Suggestions:**
 * This lesson can be used for any grade level, verbalizing writing is a great way to mentally revise and collaborate as a pre-writing strategy.
 * Because there is an element of peer-teaching, student can use this for science or social studies concepts, enabling their comprehension before writing.
 * Books and Websites that deal with sign language:
 * //I Have a Sister, My Sister is Deaf,// by Jeanne Whitehouse Peterson || www:funbrain.com/signs/index.html ||
 * //Sign Language for Kids//, by Lora Heller || www.lifeprint.com/asl101/pages-layout/concepts.htm ||
 * //Fire Fighter Brown//, by Karen Luczack Saulnier || www.aslpro.com/cgi-bin/aslpro/aslpro.cgi ||
 * //Simple Signs//, by Cindy Wheeler || www.asl.ms/ ||
 * //Handtalk Birthday: A number and story book in sign language,// by Remy Charlip || www.fingerspellingalphabet.com ||
 * //Goldilocks and the Three Bears//, by Harry Bornstein and Karen Luczack Saulnier || www.enchantedlearning.com/language/asl/abc/ ||
 * //Moses Goes to School,// by Isaac Millman ||  ||


 * Resources**:
 * Jameson, L. //Main Dictionary//. Retrieved April 25, 2009, from http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi.
 * Pierce, L.V., 1987. //Cooperative Learning: Integrating language and content-area instruction.// National Clearninghouse for Bilingual Education.
 * Seaton, O. (personal communication, July, 2008).