Once Upon a Sign: Using American Sign Language to Engage, Entertain, and Teach All Children

Once Upon a Sign: Using American Sign Language to Engage, Entertain, and Teach All Children

Once Upon a Sign: Using American Sign Language to Engage, Entertain, and Teach All Children

Once Upon a Sign: Using American Sign Language to Engage, Entertain, and Teach All Children

Synopsis

Ce livre historique peut contenir de nombreuses coquilles et du texte manquant. Les acheteurs peuvent generalement telecharger une copie gratuite scannee du livre original (sans les coquilles) aupres de l'editeur. Non reference. Non illustre. 1901 edition. Extrait:...v. Borck, Henrich, Generalleutnant und Kommandant; 302, 303. Bramer, Adam, Rent-und Bau-schreiber; 250. Bramer, Benjamin, Baumeister; 249., Emanuel, Rent-und Bau-schreiber; 249, 250. zu der Bruggen, Joan, Oberst und Kommandant etc.; 253, 254, 255. Burgfrieden von 1542; 204. Burde, Johannes. Fahnrich; 251. Busch, Major; 264. Chuno, Johann Hartmann, Zeug-warter efc.; 266. Ciliax von Hersfeld, Oberst; 206. Claur, Johann, Schultheiss zu Treysa; 221. Crantz, Konrad, Inspektor uber das Militarvcrpflegungswesen; 265. v. Dalwigk, Friedrich Amilius. Oberstleutnant und Kommandant; 272, 273. v. Dalwigk, Hans Wilhelm, Oberst-leutnant; 240. v. Dalwigk. Otto Reinhard, Oberst-leutnant etc.; 241. v. Dalwigk, Raab Ludwig, General-leutnant und Gouverneur; 273. Dannenberg, Joseph u. Jakob, 251. v. Doronthal, Oberst und Kom-mandant; 262. Dienstverhaltnisse: Reversbrief des Michel Weissen-berg; 201. Artikel und Befehl fur Rein-hard Schenk etc.; 216,217,218. Vereinigung des Zeugwarter-und Wachtmeisterdienstes 1628; 237. Geschafte d. Wachtmeisters; 238. zu der Bruggens Bestallungs-brief; 254. Erste Gouverneursinstruktion; 269. Kommandanteninstruktion von 1755; 273. Bestallungsbrief Leopolds; 277. Theilung der Geschafte des Majors Leopold; 281. Theilung der Geschafte zwischen Klambeck und Leopold; 284. Vorschrift fur den Platzmajor als Hauptrechnungsfulirer des Gouvernements; 298. Kommandanteninstruktion von 1796; 302, 303. Instruktion des Gouverneurs von 1801; 304. Dietzel, Jakob, Buchsenmeister;225. v. Donop, Hilmar, Kapitan; 261., Wilhelm Henrich August, Generalleutnant und Gouverneur; 294. v. Drachstedt,...

Excerpt

So now that you know the benefits of using sign language with hearing children, let’s look at a few tips to help you get started using it in your library. This chapter also examines how to make your library programs more welcoming and accessible to hard of hearing or deaf children who live in your community.

The first thing you need to do is BREATHE. Sometimes when people start to think about incorporating sign language into their programs or offering some new programs that include sign language, they feel overwhelmed. This book will make it easy and fun by basically holding your hand and taking you step by step through the process of how to either offer a new, fun program or integrate sign language signs into your current program. This is not going to be difficult. In fact, it is going to be FUN!

You are not expected to become fluent in American Sign Language (ASL) to be able to offer these programs or incorporate these ideas. Often you are only required to learn one or two signs and use them. In programs for older children, you may not have to use any signs. It is great if you are interested in and willing to try adding one or two signs to a program and then learning another one or two signs for the next program, and then continue adding to your repertoire. Think of how many signs you would know by next year at this time! Take it easy and slow, and whatever you do, don’t become overwhelmed. Pick one or two signs to start with; once you have mastered those, pick another one or two. Learn signs at your own, comfortable pace.

The following chapters explain how to offer a new program, as well as how to start incorporating sign language into your current storytime or lapsit programs. You don’t have to demonstrate the ASL signs as a separate part of your program. The key is to just start incorporating it and using it, making it a natural part of your day and your programming.

Know what resources you have at your library and start to make a list of those you want to add. Suggested resources are provided in the back of this book. As you begin incorporating sign language into your programs, people will become more and more interested in sign language and signing with their babies, toddlers, and preschoolers. Parents, ’tweens, and teens will want to look up more information on sign language or to learn more sign language on their own. Know where to point them for the information they seek. Do you have board books or DVDs that parents can use to learn and to teach their babies? Do you have books or suggested Web sites that you can offer to a teenager who wants to learn more sign language? Know your materials and what resources you have available and become aware of what resources you might be missing and need to order for the future. Children and their families will start to ask what you have, so you’ll want to be prepared.

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