process and adapt information from age-appropriate ASL resources in order to complete authentic tasks
convey acquired information in ways that demonstrate an increased ability to express and respond in ASL
To view the prescribed learning outcomes for Foundations in other grades click on an icon below.
SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students are able to use many strategies that allow them to identify key information in authentic materials. The tasks students perform may include research projects on topics such as "finding employment" or "dealing with environmental issues."
Provide students with documents prepared for beginning drivers and ask them to identify key information. Then have them engage in ASL role plays in which they explain to friends how to get a driver's licence.
Ask students to brainstorm careers in which a knowledge of ASL may be beneficial. Each student can then research and present one career, giving reasons why ASL would be important in that occupation. Extend by inviting a guest speaker for whom ASL is a second language to describe her or his profession and to explain the value of learning ASL.
Ask students to collect information related to local career opportunities within the Deaf community for which a knowledge of ASL is required. In groups, have students categorize and analyse the information.
Provide students with a local map. Have them sign the directions to a destination. Each student could use the map to plan a journey, then sign the route, times, and itinerary.
Have students watch an ASL video on a health-related issue (e.g., eating habits). Students could respond to the video through role-playing, discussion, or presentations.
Have students each choose an article from a Deaf youth magazine and generate four questons about the most interesting facts. Then ask them to exchange their articles with partners. Students can ask their questons after partners have had an opportunity to read the articles.
SUGGESTED ASSESSMENT STRATEGIES
Assessment considers both the processes students useÑthe skills, strategies, and approaches they employ to acquire information from resourcesÑand the products or activities that demonstrate their degrees of success. Self-assessment plays an important role in supporting skill development.
Have students work in pairs to develop role plays that demonstrate their abilities to acquire information from Deaf speakers and ASL videos. For example, they might plan activities based on information about careers or simulate job interviews or planning vacations. Rate each aspect of their performances on a five-point scale. Students could assess their own performances and provide feedback to their peers using the same scale. For example, check whether partners:
include accurate and relevant information
communicate clearly
make direct reference to details provided in the original source
use appropriate signs, phrases, patterns, and structures
sustain interaction and support each other with questons, prompts, and body language
Assess videotaped assignments using criteria similar to those used for individual or class presentations. For example, check that:
communication is clear
information is accurate and relevant
details and examples are included
language is appropriate
material is effectively organized and easy to follow
Have students keep viewing logs or video diaries to prompt self-assessment and reflection. Look for evidence that students:
complete an entry for each week
set personal language goals and monitor their progress
record their understanding of each viewing
show evidence of using appropriate language-learning strategies
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