Grade 8: Acquiring Information

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

extract and, to some extent, process specific information from age-appropriate ASL resources in order to complete authentic tasks
convey acquired information expressively

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Students are generally interested in acquiring information or investigating things when they have a meaningful purpose. Where available, select interesting, age-appropriate ASL electronic, print, and video resources, and keep tasks fairly simple. The format and context of the information should be familiar and should be related to such topics as school and community activities.

Invite students to view a sports program and identify key information such as scores, star players, and league standings.
Show students an ASL video on a topic of interest. Ask students to develop presentations on the video.
Have students work with partners to create fashion magazines by drawing or cutting out pictures of clothing, labelling with sign pictures, and describing the items.
Ask students to search the Internet for information on Deaf culture or ASL. Then have them assess the information, asking questons such as: What information could be added to the Internet that would assist peoples' understanding of Deaf culture or ASL? As an extension, students might create a web site about Deaf culture and ASL.

SUGGESTED ASSESSMENT STRATEGIES

At this level, students acquire and use information to complete realistic communication tasks. They continue to use visual representations to support and extend meaning.

Observe and note evidence of the following qualities as students work with age-appropriate resources in ASL:
- confidenceÑapproaches tasks with a positive attitude
- resourcefulnessÑtries a variety of approaches, skills, and strategies to solve problems
- perseveranceÑdoes not become frustrated; continues in the face of difficulty
- risk-takingÑis willing to attempt new and unfamiliar tasks or approaches
- commitmentÑtakes pride in completing assigned or self-selected work
- self-monitoringÑchecks on own progress and makes adjustments as needed
To assess students' expressive skills, use criteria such as:
- offers complete, detailed information
- uses information that is accurate and appropriate
- attempts to appeal to an audience
- incorporates useful vocabulary, phrases, and patterns
- models aspects of ASL from videos or interactions
Have students keep journals or portfolios in which they set personal goals for acquiring or extending specific language skills. Have them chart their progress regularly, making comparisons to previous performance. In their journals, students should also document new signs, phrases, or patterns (organized into themes, categories, contexts, and so on) and effective strategies they have used.

RECOMMENDED LEARNING RESOURCES

Multimedia

Bravo ASL! Curriculum

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Revised: February 5, 1999

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