Grade 5: Communicating

PRESCRIBED LEARNING OUTCOMES

• communicate information about preferences and interests with brief and simple messages
• ask and respond to basic questions, largely based on memorized repertoire
• follow classroom instructions given in ASL

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Introduce the manual alphabet by providing students with tags representing their names in fingerspelling. Part way through the class, collect the name tags, shuffle them, and ask students to find their own.
• Open each class with Calendar Time in ASL. Ask students to respond to questions about the date, time, season, weather, temperature, and how they are feeling that day.
• Play Inside-Outside Circles. Have students form two circles, one inside the other. When the lights flash, students walk in opposite directions. When the lights stop flashing, students stop and exchange information with facing partners. The goal is to exchange as much information about themselves as possible in ASL before the lights flash again.
• Ask students to choose a topic for a class survey (e.g., favourite food, movies). Begin with a class brainstorm of required vocabulary. Accept suggestions in English and reinforce them in ASL. Have students in pairs use a pre-framed picture structure to gather information (e.g., What is your favourite ____________ ? I like ____________ ). At the end of the survey, students could graph their findings.
• Invite students to use demonstrated models to interview each other in pairs. Ask students to introduce their interviewees to the class, using the information in a modelled outline such as: Your name what(?) Your friend name what(?) Pet have(?) Brother sister have you(?) Your favourite ____________ what(?)

SUGGESTED ASSESSMENT STRATEGIES

• When students are interviewing each other using pre-framed outlines, the following criteria could be used for peer or teacher assessment:
  • uses appropriate physical space
  • signs clearly
  • attempts non-manual signals
  • uses modelled ASL sentence structures in logical sequence
• After students have been introduced to new vocabulary and structures, have them demonstrate their learning by drawing pictures in response to directions given in ASL. (e.g., Draw two apples, a banana, three lemons.) They might also sketch, use pictures, or create computer graphics to show their understanding of a brief story or statement.
• As they engage in communication activities, observe and note evidence that students:
  • use patterns the teacher has modelled
  • respond to simple and familiar questions
  • ask questions
  • perform introductions and offer simple greetings
  • make themselves understood
  • choose appropriate expressions from those they have practised
  • use an increasing variety of expressions
  • show increasing comfort and confidence
  • support and encourage one another
• As students develop and practise language skills, have them keep track of what they know by maintaining personal picture dictionaries and learning logs in which they record observations and reflections about how they learn.

• The Finger Alphabet
• Number & Letter Games

• Bravo ASL! Curriculum

• Signed Finger Alphabet Cards (Set of 26)

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