Grade 9: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• extract and process information from age-appropriate ASL resources in order to complete authentic tasks
• convey acquired information through expressive language

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite students to read several letters from Deaf youth magazines, noting the topics discussed, opinions given, and expressions used. Then arrange for each student to receive a video from a video pal. Ask students to respond to their video pals by signing their own videos.
• Ask students to use information on departures and arrivals (available via the Internet or other sources) to plan trips to another country where ASL is used. Then have them use ASL to role-play buying tickets, leaving their families, and arriving in new cities where they must ask for information related to accommodation, restaurants, and things to do and see.

SUGGESTED ASSESSMENT STRATEGIES

• After students have videotaped replies to video pals, look for evidence that they:
  • refer to information in the videos and respond accordingly
  • use appropriate ASL conventions
  • request information using common structures and vocabulary
  • include relevant, meaningful information
• Assess students' abilities to extract key information when observing interactions in ASL. Note to what extent students:
  • respond appropriately and accurately to instructions and directions
  • identify the gist of the dialogue and respond appropriately
  • answer direct questons with appropriate answers
  • summarize key points and sequences of events from stories they view, using a combination of pictures and signs
• When students collect information from ASL materials and represent it visually, look for evidence of the extent to which they:
  • identify key topics
  • recognize the purpose or point of view (where appropriate)
  • include relevant and accurate details
• Prompt students to reflect on and assess the strategies they are developing by posing questons such as:
  • What strategies or approaches did you find helpful that you also use to get information from materials in English or other languages?
  • What did you have to 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.)
• Have students keep notebooks 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 and to their goals.

Additional information will be provided as soon as resources to support the learning outcomes are identified.

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