Let’s talk about fingerspelling.
I know… sometimes it can feel like one of those skills that students either “get” or they don’t. You teach the letters, practice a few words, and then hope that eventually their fingerspelling starts looking natural.
But here’s the thing: fingerspelling needs regular practice. And I don’t mean spending an entire class period drilling words from a list.
The best fingerspelling practice is short, consistent, meaningful, and most importantly FUN.
And thankfully, there are so many easy ways to sneak fingerspelling practice into your regular ASL lessons without adding a ton of extra work to your already-too-long teacher to-do list.
Let’s talk about some of my favorite ways to do it!
Fingerspelling is one of those ASL skills that students need to use over and over and over again.
It supports both expressive and receptive skills. Students need to be able to produce fingerspelled words clearly, but they also need to recognize fingerspelling when someone else is signing.
And those are two very different skills.
A student might be able to fingerspell a word perfectly when looking at it on paper but completely freeze when they see someone fingerspell that same word.
Sound familiar?
That’s because fingerspelling is a visual processing skill. Students need time to develop the ability to recognize letter patterns, connect those patterns to words, and process them quickly. Some students pick this up quickly while others take longer.
The good news?
A little practice goes a long way when you do it consistently.
My favorite answer is: whenever you can!
You don’t need to create an entire lesson around fingerspelling every time you want students to practice it, nor do you need a fingerspelling day once a week. It is easy to squeeze in 3 – 6 minutes of practice daily and longer when possible.
Think about fingerspelling as something you can sprinkle throughout your lessons. Every day.
This is probably one of the easiest ways to build consistency.
Spend 5–10 minutes at the beginning of class having students practice fingerspelling.
You could:
The key is short and consistent.
You don’t need 30 minutes of practice. A few minutes every few days can make a huge difference.
And your students will start to realize that fingerspelling isn’t just something you practice during the “fingerspelling unit.” It’s a skill they use all year long and in every conversation they have, using the target language.
Here’s another easy one.
When you’re teaching a new vocabulary list, add a few fingerspelled words into the mix. Students can partner up. One can fingerspell a word from the list, and the other gives the sign. Rotate every word.
Another idea: if you’re teaching food vocabulary, you might fingerspell the name of a restaurant, brand, or food item.
If you’re teaching travel vocabulary, fingerspell a city, country, or landmark.
If you’re teaching school vocabulary, fingerspell the names of classes, teachers, or places around campus…you get the picture!
Now you’re connecting fingerspelling to meaningful vocabulary, rather than having students practice random words. That extra connection helps make fingerspelling more meaningful.
I LOVE using stations for fingerspelling. You can level these stations for beginner and intermediate students.
Why?
Because students get repeated practice without you having to stand in front of the room and fingerspell 25 words 17 times.
You can create different stations that target different skills.
For example:
Station 1: Expressive Fingerspelling
Students take turns fingerspelling vocabulary words to a partner.
Station 2: Receptive Fingerspelling
Students watch you, a partner, or a video fingerspell words and record what they see.
Station 3: Matching
Students match fingerspelled words with pictures or vocabulary.
Station 4: Challenge
Students have to fingerspell words based on a category or prompt.
Stations also make it much easier to differentiate.
Your ASL 1 students might be working with short, familiar words while your ASL 3 or 4 students are decoding longer words, names, places, or words presented within sentences.
Same basic activity. Different level of challenge.
This is a big one.
I think we sometimes spend so much time asking students to produce fingerspelling that we forget about the other side of the skill.
Students need LOTS of opportunities to watch fingerspelling.
And I mean actual fingerspelling, not simply looking at a written word and copying it.
Give them opportunities to watch:
Start with familiar vocabulary and gradually increase the challenge.
And don’t be afraid to let students struggle a little.
This is probably my favorite way to practice.
Because let’s be honest, students are much more willing to fingerspell the same 20 words when there’s a game involved.
Try:
Games also give students a reason to communicate with each other.
Instead of sitting quietly completing a worksheet, they’re watching, producing, guessing, correcting, and trying again.
That’s exactly what we want.
You know those last 5–10 minutes of class when some students are finished, and others are still working? That’s the perfect time for a quick fingerspelling activity. Keep a few activities available that students can grab and do independently or with a partner.
A simple basket of fingerspelling games can become your “What do I do when I’m finished?” solution.
And bonus: you’re sneaking in extra practice without creating another assignment to grade.
Fingerspelling is also fantastic for review. Let’s say you’re reviewing a unit about family. Instead of simply reviewing the vocabulary signs, have students fingerspell:
Now you’re reviewing vocabulary and fingerspelling at the same time. It’s a win-win.
The biggest reason is repetition without boredom. Students need repetition to become fluent, but repetition doesn’t have to mean doing the same worksheet every Tuesday. When students encounter fingerspelling in different ways, they are constantly practicing the same underlying skill:
See it → process it → recognize it → produce it → use it in context.
They’re also building confidence. And confidence matters. Students who are nervous about fingerspelling often slow down, overthink each letter, and become frustrated when they make a mistake. The more opportunities they have to practice in a low-pressure environment, the more comfortable they become. That’s why I love partner games and small-group activities so much. Students get to practice without feeling like the entire class is watching them.
If I could give you one piece of advice, this would be it:
Don’t wait for the perfect fingerspelling lesson.
You don’t need one. Instead, find little pockets of time throughout your week.
Five minutes at the beginning of class.
A quick partner game.
A fingerspelling station.
A challenge during vocabulary practice.
A few minutes on a review day.
Those little moments add up.
And before you know it, your students are recognizing fingerspelled words faster, producing them more confidently, and using fingerspelling as a natural part of their ASL communication. And isn’t that exactly what we’re trying to accomplish?
If you’re looking for easy, low-prep ways to get your students practicing, I’ve created a few resources specifically for this.
My ASL Fingerspelling Dice Games give students 10 different boards to practice expressive and receptive fingerspelling with partners or small groups. They’re perfect for warm-ups, stations, review days, fast finishers, and those moments when you need something you can print, grab some dice, and use immediately.
I also have digital fingerspelling learning stations designed for beginners and upper-level learners, with interactive activities and original ASL videos that give students meaningful receptive fingerspelling practice.
Because fingerspelling practice doesn’t have to be boring. It doesn’t have to take an entire class period. And it definitely doesn’t have to create more work for you.
Keep it short. Keep it meaningful. Keep them practicing.
Your students—and their fingerspelling skills—will thank you!
Grab the FREE Top 5 Fingerspelling activities you can use today!
Still want more? Try these fun fingerspelling resources:
If you have questions, let’s talk in the Creative ASL Teaching Facebook group. Join the conversation in our Facebook group.
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