Grade 5: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• extract specific information from age-appropriate ASL resources in order to complete authentic tasks
• convey acquired information expressively and visually

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Once students are familiar with daily calendar activities, ask them to view an ASL weather forecast to determine what to wear the next day and then sign their clothing choices.
• Show an excerpt from a video on endangered species. Provide a list of animals, some of which appear in the video. Have students use ASL to identify the animals in the video, highlighting those that are endangered. Students could then create posters about endangered animals.
• Review students' knowledge of ASL vocabulary relating to menu organization and food. Have students look at a menu and practise signing some of the foods. Students can then develop a survey about food preferences and interview one another using ASL.
• Consider having a class theme party. As a class, develop a menu and discuss in ASL how to prepare the dishes.
• Ask students to read resources such as community newspapers or TV guides to locate information on closed-captioned TV programs. Have students watch one closed-captioned program (no sound) and report to the class in ASL, giving the day, time, and title of the program. Ask them to explain in English how they felt using closed-captioning.
• As part of a unit celebrating a given occasion, have students create greeting cards for classmates using a fingerspelling typeface or pictorial representations of ASL signs.

SUGGESTED ASSESSMENT STRATEGIES

• After watching an ASL video, students could create pictures or computer graphics to illustrate key points or answer a question posed by the teacher.
• After looking at a menu, students could draw the meals they would choose to order. Criteria should focus on the extent to which students:
  • accurately identify key information
  • include relevant details
  • use the information appropriately (for the assigned purpose)
  • persist when they have trouble finding or understanding the information they need
• To check on students' understanding of key information acquired, have them classify a list of items (e.g., objects, animals, places, movies, foods) into categories. Look for:
  • recognition of the key signs
  • use of classroom resources (e.g., CD-ROMs, ASL videos, picture dictionaries, textbooks)
  • use of strategies for discovering the meaning of unfamiliar signs
• Ask students to reflect on and assess their strategies for extracting specific information. Responses may be written (journals) or oral (sharing in large or small groups). Pose questons such as:
  • Did you find more or less information than you expected?
  • What parts were easy for you?
  • What kinds of problems did you have? How did you solve them?
  • What did you learn about working in ASL that you want to remember?

• Bravo ASL! Curriculum

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