1. Unit 2 Making Conversation: In the Classroom Based on Master ASL, J. Zinza © 2010 Natasha Escalada-Westland

2. 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

3. 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 Based on Master ASL Level One by Jason Zinza

4. Unit 2 Counting 11-20

5. Unit 2 Numbers 11 12 13 14 15 16 17 18 19 20 1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 0 5 10 11 20 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 8 18 13 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. Follow this link to see a 1-20 number lesson on YouTube (uses alternate numbering style for 16-19)

6. Unit 2 None

7. Unit 2 “A Little Advice”

8. Unit 2 Book

9. Unit 2 Desk, table

10. Unit 2 Pen, pencil

11. Unit 2 Sure, true, really

12. Unit 2 to Need, Have to

13. Unit 2 Must, have to, imperative

14. Unit 2 Warning

15. Unit 2 to Get worse, worsen, decline

16. Unit 2 to Grab, take an opportunity

17. Unit 2 Important, valuable

18. Restaurant Unit 2

19. Enjoy, pleasure Unit 2

20. A Little Advice 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! My Advice – Unit 2

21. Unit 2 My Advice Comprehension. 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?

22. Unit 2 Directionality: Verbs that show who or where

23. Unit 2 I Have a Question 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.

24. Unit 2 to Give to – DV DV = directional verb to me to you to all of you

25. Unit 2 to Help - DV to me to you to all of you

26. Unit 2 to Move (an object) - DV right left towards me away from me

27. Unit 2 to Tell, announce - DV to me to you to all of you

28. Unit 2 to Ask, inquire - DV ask you ask me ask everyone

29. Unit 2 to Show, demonstrate - DV to me to you to all of you

30. Unit 2 to Bring, carry - DV to me, here To the right, there

31. Unit 2 to Look at, watch -DV Look at me Look away, break eye contact Make eye contact

32. Unit 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. 10.Would you mind telling them? FYI – You don’t need to add me when using directionality. It’s already included in the sign.

33. 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.

34. Unit 2 Helpful signs

35. Unit 2 to Mean, meaning

36. Unit 2 What does it mean?

37. Unit 2 to Explain

38. Unit 2 Explain it again.

39. Unit 2 to be Clear

40. Unit 2 Excuse me Tip – Don’t add the sign me to excuse me, it’s redundant.

41. Unit 2 Not, don’t, doesn’t

42. Unit 2 to be Unclear, vague

43. Right, correct Wrong, incorrect

44. Unit 2 Thank you

45. Unit 2 You’re welcome ASL Tip – Just nod to acknowledge being thanked. There is no separate sign for this concept.

46. Asking for Help. Sign the phrases below with a partner. Your partner answers using the sentence in parentheses. 1.Excuse me. Can you help me? (Sure! What’s wrong?) 2.What does _____ [pick a sign] 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) Example:

47. Unit 2 I Don’t Understand Watch Marc and Kris sign the dialogue. What did they say? p. 40 MASL

48. Unit 2 I Have a Question (What does it mean?) 1.Comprehension. Work with a partner to sign and answer the comprehension questions. 1.What sign didn’t Kris understand? 2.How does Marc explain the sign? 3.What can’t Kris do? 4.Translate each person’s farewell. MASL p. 43

49. 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.

50. Unit 2 The WH?-Face

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

52. 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 facial expression.

53. Unit 2 Numbers 21 - 30

54. Unit 2 Numbers 21-30 21 22 23 24 25 26 27 28 29 30 1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 0 5 10 11 20 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 8 18 13 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.

55. Unit 2 Gestural and Iconic Signs

56. 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.

57. Gestures

58. Unit 2 Don’t do that

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

60. Some hand gestures from around the world Mexico: –http://peterbrice.com/the-definitive-guide-to-mexican- hand-gestures.htmlhttp://peterbrice.com/the-definitive-guide-to-mexican- hand-gestures.html –http://www.youtube.com/watch?v=M20Lfl4yYKghttp://www.youtube.com/watch?v=M20Lfl4yYKg Phillipines, Indonesia, Australia, and Brazil: –http://www.youtube.com/watch?v=CWUcGgSolw4http://www.youtube.com/watch?v=CWUcGgSolw4 Italian –http://www.youtube.com/watch?v=M0n4Vw6twKo&fea ture=relatedhttp://www.youtube.com/watch?v=M0n4Vw6twKo&fea ture=related

61. Iconic Signs

62. Unit 2 Tree

63. Unit 2 Door

64. Unit 2 to Open (door)

65. Unit 2 to Close (door)

66. Unit 2 (Electric) light

67. Unit 2 to Turn off lights

68. Unit 2 to Turn on lights

69. Unit 2 to Stand

70. Unit 2 to Stand up, get up

71. Unit 2 to Jump

72. Unit 2 to Sit

73. Abstract Signs

74. Mother Father

75. Music Computer

76. Unit 2 Explain in a complete ASL sentence what you see in the illustration.

77. Unit 2 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?5. Do you want to meet tomorrow? 2.Do you understand me?6. Are you sitting down? 3.Do you mind opening the door?7. Are you going to school today? 4.I’m tired. Are you?8. What’s for homework?

78. Unit 2 Activities

79. Unit 2 Home House

80. Unit 2 to Walk to, walk

81. Unit 2 Party

82. Unit 2 to Read

83. Unit 2 to Sleep

84. 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? Is the book open? Are they walking? Is she reading? Is the light on?

85. Unit 2 In the Classroom

86. Unit 2 to Correct, to grade

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

88. Unit 2 Paper

89. Unit 2 to Spot, notice, spy

90. Unit 2 to Study

91. Unit 2 Student

92. Unit 2 Teacher OMG… Where’s my SmartBoard?

93. Unit 2 Test, exam

94. Unit 2 to Write

95. Unit 2 to be Wrong, error, mistake

96. Unit 2 Correct, Right, Appropriate

97. Unit 2 Gender-Related Signs Man Woman Boy Girl

98. 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.

99. 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.

100. Unit 2 Practice each facial expression. Have a partner guess which expression you are attempting. Use body posture and gestures to get the message across.

101. 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.)

102. Unit 2 Visual Devices and Communications

103. Unit 2 Visual Signaling Devices Vibrating and flashing clock alarms Flashing smoke and CO2 detectors Doorbell or phone strobes or lights

104. Unit 2 Visual Communication Devices & Content Videophones and video relay service TTYs Mobile text devices (aka cell phones) Web captioning - http://www.webaim.org/tec hniques/captions/ http://www.webaim.org/tec hniques/captions/ TV & movie captioning - http://www.nidcd.nih.gov/health/hearing /caption.asp http://www.nidcd.nih.gov/health/hearing /caption.asp http://www.captions.org/http://www.captions.org/ or http://www.captions.com/ http://www.captions.com/

105. Unit 2 Deafness and Deaf Culture

106. 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.

107. Unit 2 The Pathological or Medical Model, or “Who is deaf?” http://kidshealth.org/kid/body/ear_prt.htm www.geocities.com/cicentral/how_ci_works.html Emphasis is on a cure Tries to make deaf people “normal”

108. 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.

109. Unit 2 Fingerspelling Rules

110. 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

111. Unit 2 Days of the Week

112. 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.

113. 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

114. Unit 2 Making Conversation

115. Unit 2 to Eat, food

116. Unit 2 to be Hungry

117. Unit 2 to be Ready

118. Unit 2 Restaurant

119. Unit 2 With

120. Unit 2 More Activities

121. Unit 2 To chat/sign, hang out

122. 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.

123. Unit 2 to Do errands, chores

124. Unit 2 To enjoy, have fun, pleasure

125. Unit 2 To kick back, take it easy

126. Unit 2 Church

127. Unit 2 Mosque (fingerspell)

128. Unit 2 Temple p. 59

129. Unit 2 Synagogue

130. Unit 2 To play sports

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

132. 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.Monday12. Later 2.Tuesday13. Today 3.Wednesday14. Yesterday 4.Thursday 5.Friday 6.Saturday 7.Sunday 8.Morning 9.Afternoon 10.Evening 11.Tomorrow

133. Unit 2 When?

134. Unit 2 Day Variation 2

135. Unit 2 Every day

136. Unit 2 Umm, uh, well… (gestural)

137. Unit 2 Week

138. Unit 2 Weekend

139. Unit 2 to Work, job

140. 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? Follow the example to explain how your routines are not the same.

141. 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

142. 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 movieswork go to a partyeat in a restaurant sleephang out with friends readplay sports chat with friendsstudy kick backpractice ASL Reminder: Don’t forget to raise your eyebrows on the “time indicator” sign.

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

144. 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 for showing “this and that”.

145. Unit 2 This weekend, I… Select appropriate vocabulary to complete each sentence. ????? 12 3 4

146. Unit 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?

147. ‘WH’ (complex) Questions who, what, where, when, which, why, how, how much, how many, etc…

148. Unit 2 The WH-Signs Eyes on ASL #6 Unlike English sentences, most WH-signs don’t occur at the beginning of a sentence. ‘Who’ may occur at the beginning, as long as it also occurs at the end.

149. Unit 2 Who

150. Unit 2 What

151. Unit 2 When

152. Unit 2 Where

153. Unit 2 Why

154. Unit 2 Which

155. Unit 2 What or who is it? Ask a partner about the illustration in complete sentences. Remember that the “WH” sign comes last. 1234 56 78

156. 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. 1234 What are you studying? Who is that student? Where are you sitting? When is class over?

157. Unit 2 More Conversation

158. Unit 2 to Get better, improve

159. Unit 2 to Get worse, worsen, decline

160. Unit 2 Important, valuable, worth-it

161. Unit 2 Water, water fountain

162. 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. 1234 Whose sign language is improving? What does a student need to do if their sign skills deteriorating? Where are they learning ASL? Do you want a test today or tomorrow?

163. Whose sign language is improving? What does a student need to do if their sign skills deteriorating? Where are they learning ASL? Do you want a test today or tomorrow?

164. Unit 2 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.

165. Unit 2 Weekend Plans Dialogue Rubric Names: 2345 1.Greetings 2.Ask what someone is doing on the weekend 3.Tell at least 4 things you will do over the weekend 4.Switch roles 5.Farewells 3 or more elements missing 2 elements missing1 element missingAll elements present Non Manual SignalsFew or no NMSSome correct NMSMany correct NMSNMS present throughout with correct timing Sign Production (HOLM) 3 or more incorrect signs 2 incorrect signs1 incorrect signAll signs produced correctly Fluency / Smoothness of signing Very halting, many unnatural pauses Somewhat halting, several unnatural pauses Mostly smooth, little hesitancy No hesitancy, very smooth

166. Unit 2 Deaf History (A Series of Helpful References) http://www.pbs.org/wnet/soundandfury/culture/dhpop/popup1.htmlhttp://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.htmhttp://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.htmhttp://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”

167. 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.

168. Unit 2 Thinking Questions Knowledge: · "What is...?" · "How would I describe...?" · "Why did...? · "How would I show...?" Comprehension: · "What facts or ideas show...?" · "How would I compare...?" · "How would I classify...? · "Can I explain what is happening...?" Application: · "What would result if...?" · "What facts would I select to show...?" · "What approach would I use to...?" · "How would I use...?" Analysis: · "What inference can I make...?" · "What is the relationship between...?" · "What evidence can I find...?" · "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...?" Evaluation: · "How could I select...?" · "How could I prove...?" · "How would I prioritize...?" · "What information would I use to support...?" Lower OrderHigher Order Adapted from - http://www1.appstate.edu/~goodmanj/3850/webquest/ questions.html http://www1.appstate.edu/~goodmanj/3850/webquest/ questions.html

169. Unit 2 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.

170. 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?

171. 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

172. 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.