American Sign Language 5 Honors (#0717316) 

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Course Standards

Standard 1:
Interpretive Listening:
The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language.

Standard 2:
Interpretative Reading:
The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.

Standard 3:
Interpersonal Communication:
The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.

Standard 4:
Presentational Speaking:
The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

Standard 5:
Presentational Writing:
The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.

Standard 6:
The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

Standard 7:
The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.

Standard 8:
The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

Standard 9:
The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.

Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards
Name Description
WL.K12.AH.1.1: Demonstrate understanding of extended speech and short lectures on a variety of topics.
WL.K12.AH.1.2: Demonstrate understanding of the main ideas on both concrete and abstract topics.
WL.K12.AH.1.3: Analyze the speaker’s perspective, tone and style as well as differentiate viewpoints heard in a variety of situations.
WL.K12.AH.1.4: Demonstrate understanding of the message and purpose of essential authentic sources found in the target culture such as TV, radio, podcasts, and videos.
WL.K12.AH.1.5: Understand and critique most films on historical, political, or scientific topics as well as make inferences and predictions from a variety of spoken sources.
WL.K12.AH.1.6: Follow extended speech and complex lines of arguments when the direction of the talk is clearly stated by the speaker.
WL.K12.AH.2.1: Make appropriate inferences and recognize literary elements from a variety of culturally authentic sources.
WL.K12.AH.2.2: Interpret and synthesize meaning from a variety of fictional works and recognize the author’s purpose.
WL.K12.AH.2.3: Analyze the primary argument and supporting details in written texts.
WL.K12.AH.2.4: Demonstrate understanding of idiomatic expressions, proverbs, and sayings from a variety of texts and derive meaning from unknown words by using context clues.
WL.K12.AH.3.1: Express self with fluency, flexibility, and precision on concrete and abstract topics.
WL.K12.AH.3.2: Communicate with native speakers in a variety of settings, types of discourse, topics, and registers.
WL.K12.AH.3.3: Express personal perspectives and support opinions clearly and precisely in order to persuade others or negotiate a compromise.
WL.K12.AH.3.4: Develop and defend complex information during debates or meetings.
WL.K12.AH.3.5: Exchange, develop, and synthesize complex information about personal, academic, and professional tasks.
WL.K12.AH.3.6: Provide structured arguments and develop and support hypotheses, working around occasional difficulties.
WL.K12.AH.3.7: Exchange detailed information on matters within and beyond academic fields of interest, personal needs, and desires.
WL.K12.AH.3.8: Prepare for and participate effectively in a discussion expressing solutions clearly and persuasively.
WL.K12.AH.4.1: Deliver a clear and precise presentation that engages and informs a specific type of audience.
WL.K12.AH.4.2: Communicate with accuracy, clarity, and precision on many concrete and abstract topics.
WL.K12.AH.4.3: Deliver and defend a viewpoint on an academic or professional issue.
WL.K12.AH.4.4: Deliver planned and impromptu presentations to a variety of audiences using appropriate multimedia resources.
WL.K12.AH.4.5: Deliver narrative and informative presentations, including oral responses to literature and use language appropriate to the situation.
WL.K12.AH.4.6: Incorporate with ease appropriate idiomatic and culturally authentic expression in presentations.
WL.K12.AH.5.1: Write with fluency and clarity well-structured documents on complex topics.
WL.K12.AH.5.2: Create well-structured and easily readable reports, summaries, or articles on complex topics that have been revised and edited for correct use of grammar, varied sentence structure, punctuation, and capitalization.
WL.K12.AH.5.3: Write with precision and detail about abstract topics synthesizing and summarizing information gathered from various authentic sources (written and oral).
WL.K12.AH.5.4: Incorporate, with accuracy, idioms and culturally authentic expressions in writing with ease.
WL.K12.AH.5.5: Write a narrative about an experience in a clear, fluent style appropriate to different genres.
WL.K12.AH.5.6: Write about a variety of topics and apply appropriate strategies to evaluate and refine the final draft.
WL.K12.AH.5.7: Write creative pieces (poetry, narratives, and plays) using effective imagery and the appropriate literary devices to genre.
WL.K12.AH.6.1: Discuss practices and perspectives of the culture(s) studied and describe how they are interrelated to topics of philosophy, social issues, regionalisms, and traditions of cultures other than own.
WL.K12.AH.6.2: Analyze aspects of the target language that are expressions of culture.
WL.K12.AH.6.3: Summarize the impact of influential people and events, and their contributions to the global community.
WL.K12.AH.6.4: Analyze diverse cultural products among groups in other societies (e.g., celebrations, literature, architecture, music, dance, theater, political systems, economic systems, number systems, social systems, belief systems).
WL.K12.AH.7.1: Synthesize information from different subject areas through the target language to further knowledge of own language and culture.
WL.K12.AH.7.2: Analyze and synthesize information gathered in the target language to make connections to other content areas and complex real world situations.
WL.K12.AH.8.1: Analyze the form, meaning, and importance of perspectives, practices, and products of the target culture and compare it to own culture.
WL.K12.AH.8.2: Investigate regional and national sound pattern differences (e.g., pronunciation, intonation, word stress) within the target language and own.
WL.K12.AH.8.3: Research cultural traditions and celebrations that exist in the target cultures and other cultures and evaluate the viewpoints behind them.
WL.K12.AH.9.1: Use language skills and cultural understanding beyond immediate environment for personal growth.
WL.K12.AH.9.2: Access organizations or individuals through different types of communication to request information about professional activities (such as job opportunities) available in the target language.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.


Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


Major Concepts/Content: American Sign Language 5 expands the skills acquired by the students in American Sign Language 4. Specific content includes, but is not limited to, more advanced language structures and idiomatic expressions, with emphasis on conversational and interpretive skills. There is additional growth in vocabulary for real-life, authentic purposes. Media selections are varied and taken from authentic target language works.


Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

General Information

Course Number: 0717316 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: American Sign Language >
Abbreviated Title: AMER SIGN LANG 5 HON
Course Attributes:
  • Florida Standards Course
Course Level: 3
Course Status: State Board Approved
Grade Level(s): 9,10,11,12

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