Grade 6: Communicating

PRESCRIBED LEARNING OUTCOMES

• exchange information about preferences and interests with brief and simple messages
• use pattern phrases to make simple requests for classroom objects
• participate in classroom routines conducted in ASL

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Using demonstrated or pictorial models, have students use ASL to role-play situations in which they need to exchange information (e.g., being lost in a city, going through customs, registering for a sports team, entering a contest). Information may be real or invented. For example: Your name what(?) You live where(?) You how-old(?)
• Introduce the language and facial expression needed for a series of survey questions. Students can then use the survey to conduct a scavenger hunt activity with peers, such as: Find someone who . . .
  • likes carrots
  • does not like fries
  • likes rain
  Interaction should be in ASL.
• Have students take turns asking classmates questions such as: My bag in you guess(?) Challenge the class to guess the objects (e.g., a pencil, a sandwich).
• To develop students' vocabulary and knowledge of useful phrases, have them play a matching card game. For example, form small groups and have one person in each group deal out a deck of paired theme-picture cards. The dealer asks of another group member: You have ___________ (?) If there is a match, the dealer gets another turn. If not, the turn goes to the next person. The object is to match all the cards by finding pairs.
• Provide opportunities for students to role-play familiar situations such as giving directions, shopping for school supplies, or preparing to leave for school in the morning.

SUGGESTED ASSESSMENT STRATEGIES

• As students interact, practise, and actively participate in sign activities, look for evidence that they are increasing their:
  • confidence in using ASL signs and structures
  • knowledge of ASL signs and expressions
  • repertoire of useful structures and strategies
  • abilities to reproduce or approximate ASL expressions
• To assess students' abilities to exchange information, have them work in pairs to plan weekend activities they could do together. Partners might engage in dialogue such as: Like dance you(?) No not like dance Movie go Like you(?) Yes me like After their discussions, ask students to report their plans to the class in one or two ASL sentences or phrases. Look for evidence that they are able to:
  • use the structures and vocabulary they have practised
  • reproduce or approximate the formation of the more familiar signs they use (handshape, movement, location, palm orientation)
  • use appropriate non-manual signals
  • use the phrases they have practised smoothly, pausing after phrases or groups of words
• To assess students' abilities to make simple requests in ASL, set up a model store in the classroom and have students role-play purchasing school supplies. To encourage self-assessment, have students keep individual records of:
  • the number of times they make requests at the "store"
  • whether they receive the items asked for
  • the number of times they recognize and fulfil requests from other students

• The Finger Alphabet
• Number & Letter Games

• Bravo ASL! Curriculum

• Signed Finger Alphabet Cards (Set of 26)

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