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ASL for Thank You

Many people don’t know this, but ASL or American Sign Language, is the 4th most common language used here in the USA. It’s also becoming more and more common for parents to use sign language with babies and toddlers before they have verbal words.

We used sign language with Kevin as a baby and toddler and still use a few words. And, when Brian was a baby, he independently began using signs just from watching us with Kevin. He knew “more” and “done” without us ever actively teaching it to him.

ASL for thank you and common words

When learning sign language, many people learn the alphabet and then finger spell the words. But, that would require the signer to know how to spell, which isn’t always easy with students and young children.

Common ASL Words

The free PDFs in this post have 25 very common words in ASL. They are on a worksheet so that the person can learn the signs, and also see the word and possibly learn it as a sight word. You can also encourage fine motor skills with writing, coloring and tracing with your finger.

I have other posts about the ASL alphabet, ASL color signs and numbers in ASL, if you are looking for those.

Please and Thank You in ASL

When getting started in sign language, many people want to learn common words and especially words and gestures associated with every day interactions and greetings.

Some examples:

  • How to Say Thank You in ASL
  • How to say please in ASL
  • The 5 W words in ASL– what, when, where, who, why

Other common ASL words included in these free printable worksheets are done, no and stop.

It can be a great way for your child to communicate their basic needs and wants, if they do not have spoken language.

If you scroll past the PDF sign language worksheets, you will see other skills you can work on while doing both the ASL and the worksheet.

ASLwordsWorksheets

And, here is another workbook of ASL words.

ASL-WORDS-WorkBook

Happy Signing!

ASL

Here is more for you if you are learning ASL.

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  • Fine Motor Skills-Games, crafts and coloring activities are a great way to use and practice a child’s fine motor skills.
  • Speech and Language– Many parents seek out a language-rich environment for their child. Any activity can be an opportunity to use and repeat new words and language, mimicking sounds, new vocalizations and articulations.
  • Executive Functioning Skills– Depending on the game or activity, it can be an opportunity to practice executive functions such as working memory, sequencing, following directions, task initiation and more.
  • Handwriting and Fluency- This piggybacks onto the language skills a child needs, but with worksheets, coloring pages and games, they can be a low-risk opportunity to practice handwriting and fluency.
  • Practicing Previously Acquired Skills-Applying already acquired skills across all environments, bring the classroom teaching into the real world.
  • Sensory-Textures, sounds, taste, vestibular, interoception, anything!
  • Social Awareness-Practice traditional social skills in a safe environment, such as: joint attention, taking turns, reciprocating conversation, waiting politely, and more.
  • Gross Motor-If you’re in a new place, practice walking across uneven surfaces, new surfaces, inclines & declines, stairs, or increasing endurance.

ASL and your IEP

If you or your child uses ASL or sign language, or, you wish for them to use ASL, there are a few things you should know.

  • ASL is the 4th most common language used in the USA (know this as a reference point, in case you hear “well no one really uses ASL anymore”)
  • Deaf/Hard of Hearing and ASL is one of the Special Factors on the IEP, which means that the IEP team must consider and discuss this.
  • If you use ASL as a parent, but your child is not deaf or hard of hearing, the school must provide an ASL interpreter if you request it (for IEP meetings, etc). The rule still applies that all communication with the parent must be in a language that you understand.
  • If your child is deaf, the team must still consider LRE or Least Restrictive Environment. A district cannot send a child to a school for the deaf just because they are deaf. All other options must be considered and discussed.
  • As always, submit your parental concerns in writing, follow up with a PWN.

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