Grade 6: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• extract specific information from age-appropriate ASL resources in order to complete authentic tasks
• convey acquired information expressively in ASL and visually, using pictorial graphs, charts, or lists

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide opportunities for students to watch ASL aerobics routines and to participate by following the cues.
• Invite a guest or a student who is fluent in ASL to demonstrate assembling a pizza. Distribute task sheets on which the illustrated steps are placed in an incorrect order. Ask students to number the steps in the correct order and match pictures of the ingredients to the correct ASL sign. Each student can then make a pizza collage with paper ingredients and present it to the class in ASL.
• Provide students with tourist videos (no sound) about a particular region. On task sheets divided into times of day (morning, afternoon, evening, night), ask students to record appropriate activities for family outings. Then ask them to describe the activities in ASL.
• Have students create pictorial displays using a selection of age-appropriate articles, magazines, and reference materials. The display may be labelled using pictorial representations of ASL signs.
• Provide opportunities for students to watch several TV commercials and to note information about the products, where they can be purchased, and persuasive techniques used. For each commercial, students should note any words or expressions that helped them obtain their information. In groups, students then share their findings in ASL and prepare presentations (e.g., role play, videotape) describing products of their choice.

SUGGESTED ASSESSMENT STRATEGIES

• As students work with ASL resources, note the extent to which they:
  • approach tasks with confidence
  • make logical predictions
  • use strategies such as previewing, identifying sign features and context clues, and looking for patterns
  • focus on key information
  • tolerate ambiguity, persevering with tasks even when they do not understand all the material
  • are able to explain the clues and strategies they used
  Students could make charts showing strategies they use to guide and monitor the way they work.
• When students collect information from ASL materials and represent it visually, look for evidence of the extent to which they are able to:
  • identify key topics
  • recognize the purpose or point of view (where appropriate) of the original material
  • include relevant and accurate details
• Prompt students to reflect on and assess the language-learning strategies they are developing by posing questons such as:
  • What strategies or approaches did you find useful that you also use to get information from materials in English or other languages?
  • What did you do differently when you used ASL resources?
  • What signs, phrases, or patterns did you discover that you want to remember? (Students could record these in their video journals or word banks.)

• Bravo ASL! Curriculum

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