research, analyse, and use relevant information from several sources on a chosen topic to complete authentic tasks
To view the prescribed learning outcomes for Foundations in other grades click on an icon below.
SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students are expected to engage in meaningful tasks, using a wide range of resources to acquire the information they need for activities.
Invite students to interview a number of ASL users to find information about career opportunities. Ask each student to choose and investigate a profession or trade and prepare a presentation for a Career Fair. guest speakers who are fluent in ASL could also be invited to the class. As students visit the career displays, they can record information about careers that interest them and why. For example, they might complete summaries with the headings Job Description, Required Education, Employment Opportunities, and Salary.
Ask students to research and analyse information relevant to a chosen topic for debate (e.g., raising the driving age to 18). Sources might include accident statistics, RCMP publications, magazine articles, and articles from the Internet. Students can then use this information to hold a class debate in which each student supports an assigned position, attempts to convince others, and finally votes according to arguments given.
Have students research and create a video documenting the lives of favourite Deaf personalities. Then have them set goals and timelines for their own lives and careers, making reference to any influence from the person they researched.
Challenge students to research community or business organizations that offer services to the Deaf community. Have them select one organization and present their information to the class in ASL.
SUGGESTED ASSESSMENT STRATEGIES
At this level, students are able to use a wide range of resources to acquire the information they need for activities. While some of these resources will be available in the classroom, students are also encouraged to locate and use ASL resources in their community and elsewhere (e.g., the Internet, correspondence, resource people). Assessment focusses increasingly on the facility with which they use and share detailed information and resources.
When students participate in a Career Fair, presentations should include relevant, accurate, clear, and well-organized information about:
why they have chosen these careers to investigate
the requirements and qualifications needed for the jobs
the nature of the jobs, including working conditions, opportunities for growth, and salaries
Consider collecting the career summaries and assessing them for accuracy and relevance of information.
When students participate in an informal debate, criteria for assessment of performance could include:
states a position clearly
provides reasons or examples to support position
responds with some spontaneity where appropriate
uses appropriate structures and expressions to defend point of view and to counter opposition
shows evidence of research
demonstrates logical organization
uses effective phrases, signs, patterns, and structures to enhance meaning
Prompt students to reflect on and assess the skills and strategies they use for acquiring and using information by having them compile personal records of:
strategies they find effective
tasks they are comfortable with
skills and strategies they want to improve
Have students occasionally review and update their records with partners.
When students present reports based on information from authentic materials, look for evidence of:
relevant, accurate, clear, and well-organized information
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